Scaling CPD through Professional Learning Communities: Development of Teachers' Self-Efficacy in Relation to Collaboration

Autor/inn/en	Weißenrieder, Jochen; Roesken-Winter, Bettina; Schueler, Sven; Binner, Elke; Blömeke, Sigrid
Titel	Scaling CPD through Professional Learning Communities: Development of Teachers' Self-Efficacy in Relation to Collaboration
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 1, S.27-38 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0673-8
Schlagwörter	Communities of Practice; Professional Continuing Education; Self Efficacy; Teacher Collaboration; Collegiality; Predictor Variables; Pretests Posttests; Control Groups; Experimental Groups; Self Concept Measures; Effect Size; Program Length; Teacher Education Programs; Inservice Teacher Education; Program Effectiveness; Training Methods; Program Evaluation; Teacher Improvement + Suchen Sie Ihr Suchwort? Community; Berufsfeldbezogener Unterricht; Weiterbildung; Self-efficacy; Selbstwirksamkeit; Lehrerkooperation; Kollegialität; Prädiktor; Lehrerfortbildung; Didaktik; Trainingsmaßnahme; Programme evaluation; Programmevaluation
Abstract	Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the self-efficacy expectancy of multipliers to spread CPD issues within their own school is an important predictor for scaling. Self-efficacy can be fostered through various sources within CPD courses, including role-plays and practice phases to test issues. One essential endeavor lies in initiating collaboration in professional learning communities (PLCs). The study discussed here focuses on two courses explicitly supporting multipliers to actively engage in PLCs. In a pre/post-design, participants' development of self-efficacy was measured in relation to collaboration, and compared with that of a control group. As instrument we applied an adapted version of the self-efficacy scale by Schwarzer and Jerusalem ("Skalen zur Erfassung von Lehrer-und SchÃ¼lermerkmalen", (1999), which yielded a high internal reliability (Cr alpha = 0.950). Our results point to different developments within the two specific CPD courses, with one course featuring a significant development of middle size effect (d = 0.31). In addition, developments were found to differ with respect to the duration of the CPD course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01