Training transfer in teachers training program: A longitudinal case study

Abstract

The aim of this chapter is to present a study of individual and organizational factors that facilitated the transfer of classroom teaching models for elementary and middle school teachers. We discuss the results of an action research project devoted to in-service training for teachers in Italy. We use a longitudinal case study approach with four waves of data collection on a group of 24 subjects along a period of 2 years. The four measurement occasions are: three during the 2 years of the training program and the fourth, 6 months later, during teachers' professional activities. The Learning Transfer System Inventory, adapted to the school setting, has been used together with a checklist to codify teacher and students behavior during the classroom activities, with observational task released six times during the 2 years. The transfer process from training to the job is characterized by individual features, such as personal abilities, motivation, and training process, such as transfer design and content validity. Less important are organizational features, such as organizational support from principals. Finally, a model for managing complex training transfer system in teachers' professional development is proposed.