The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

By Aruna Lakshmanan, Barbara P. Heath, Aaron Perlmutter, Michael Elder. 2011

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A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “Teacher self-efficacy beliefs are an important outcome of professional development because of previously established positive relationships with teachers’ instructional practices (Lakshmanan et al., 2011; Thoonen, Sleegers, Peetsma, et al., 2011).”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, background): “They need to motivate teachers to discuss instructional issues and give critical feedback to their peers, to stimulate deep and meaningful conversations on specific students’ learning problems, and to facilitate reflective dialogues among staff, which may result in increased teacher self-efficacy (L”
The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review (2016, background): “Lakshmanan et al. (2011) also found that an important benefit gained from participation in PLCs was an increase in middle and elementary science teachers’ self-efficacy.”