, Volume 47, Issue 1, pp 27–38 | Cite as

Scaling CPD through professional learning communities: development of teachers’ self-efficacy in relation to collaboration

  • Jochen WeißenriederEmail author
  • Bettina Roesken-Winter
  • Sven Schueler
  • Elke Binner
  • Sigrid Blömeke
Original Article


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 Schülermerkmalen, (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.


Continuous Professional Development Teacher Learning Efficacy Belief Vicarious Experience Professional Learning Community 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© FIZ Karlsruhe 2015

Authors and Affiliations

  • Jochen Weißenrieder
    • 1
    Email author
  • Bettina Roesken-Winter
    • 1
  • Sven Schueler
    • 1
  • Elke Binner
    • 1
  • Sigrid Blömeke
    • 2
  1. 1.Humboldt-Universität zu BerlinBerlinGermany
  2. 2.Center for Educational Measurement at the University of OsloOsloNorway

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