Sarah Lange examines the effectiveness of cascade training which constitutes a cost-effective
training model in teacher training. In development cooperation countries teaching quality is
expected to improve with teacher professional development for this purpose she explores the
effectiveness of training multipliers in schools in Cameroon. This research question is
analysed with a design which encompasses a questionnaire survey provided to teachers students
and principals as well as a teacher video survey and a student achievement test. The empirical
results show the effects of cascade training on the learner-oriented teaching practice if the
trained teachers are supported in their role as change agents. Among the conditions for the
conceptual quality and the implementation of cascade training the continuity of school-based
professional development is particularly emphasized in light of the results.
