The status of the conditioning factors of the transfer of lifelong learning in non-university educational stages
Supporting Agencies
- Regional Ministry of Education and Culture Region of Murcia
Abstract
Teacher training programs are considered a solid and relevant pedagogical instrument. Their purpose is to act effectively on student learning and to successfully develop the teaching practice as the acquired knowledge is transferred, resulting in an application of the learning to the job position maintained over time. The main aim of this study is to investigate whether the non-university education, in which the participants of the training programs carry out their teaching work, determines the teachers’ perception of the factors that influence the transfer of training. This study uses a non-experimental descriptive design in which a survey-type instrument is used to collect cross-sectional data, following a non-probabilistic convenience sampling according to the criteria of accessibility and availability of the subjects. 4,572 teachers have participated and eight factors have been taken into account: design and development of training, self-efficacy, promotion of training by school governing bodies, feedback from students and families, environmental resources, resistance to change in the workplace, monitoring of the training institution and external locus of control. Data analysis identified the Design and development of training and Self-efficacy as strong facilitators of transfer in all types of teaching considered; the factor of Promotion of training from the center has been identified as a strong facilitator in Infant and Primary Education, in Secondary Education and Vocational Training as well as in Adult Education. This factor has been identified as a weak facilitator of transfer for language teaching and art education.
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References
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