Factores condicionantes de la transferencia de la formación y la probabilidad de transferencia

Marcial Pamies-Berenguer; Antonia Cascales-Martínez; María Ángeles Gomariz-Vicente

doi:10.30827/relieve.v28i2.24604

Authors

Marcial Pamies-Berenguer University of Murcia https://orcid.org/0000-0002-8556-5769
Antonia Cascales-Martínez University of Murcia https://orcid.org/0000-0002-8966-2558
María Ángeles Gomariz-Vicente University of Murcia https://orcid.org/0000-0002-8308-0848

DOI:

https://doi.org/10.30827/relieve.v28i2.24604

Keywords:

Ongoing Training, Training Transfer, Training Effectiveness, Professional Development, Teachers

Abstract

The effects of in-service teacher training on the improvement of educational quality should be considered when rolling out professional development policies. To this end, important information can be gathered by examining the most relevant conditioning factors regarding the likelihood that teachers will successfully transfer learning into teaching practice. Knowledge of the effects of such transfer would also be useful. The aim of the present article is to analyse the existing associations between conditioning factors and the likelihood of transferring knowledge acquired via professional teacher training in non-university education classrooms. The present research was non-experimental and exploratory in nature, employing a survey in order to collect cross-sectional data. A total of 4769 teachers participated. A non-probabilistic convenience sample was recruited due to the accessibility and availability of participants. Obtained data enabled identification of predictive variables pertaining to the likelihood of transferring the knowledge attained through lifelong learning. A logistic regression model was developed to estimate transfer likelihood based on outcomes pertaining to the conditioning factors.

Downloads

Download data is not yet available.

Author Biographies

Marcial Pamies-Berenguer, University of Murcia

Degree in Mathematics at the University of Murcia. Associate Professor in the Department of Informatics and Systems at the University of Murcia. Member of the Research Group E074-10 We Share Education at the University of Murcia. He is currently developing his doctoral thesis project "Study of the transfer and the impact of permanent training of non-university teachers in the Autonomous Community of the Region of Murcia" under the direction of Ms. Mª Ángeles Gomariz Vicente and Ms. Antonia Cascales Martinez. His lines of work and research focus on permanent teacher training, transfer of training and study of the effectiveness of permanent training. On these topics he has various publications and participation in National and International Congresses.

Antonia Cascales-Martínez, University of Murcia

PhD in Pedagogy at the University of Murcia since 2015. Associate Professor in the Department of Research Methods and Diagnosis in Education at the University of Murcia. She belongs to the Research Group E074-10 We Share Education at the University of Murcia. She has participated in various Research Projects funded within competitive National Plans. Her lines of work and research are focused on Educational Technology, Tutorial Action and Attention to diversity and educational technology. On these topics she has various publications and participation in National and International Congresses.

María Ángeles Gomariz-Vicente, University of Murcia

PhD in Pedagogy at the University of Murcia since 2005. Lecturer in Research Methods and Diagnosis in Education. She has participated in various Research Projects funded within competitive National Plans. She currently belongs to the Research Group E074-10 We Share Education at the University of Murcia. Her lines of work and research are focused on Educational Guidance, Tutorial Action, Diagnosis in Education and Family Participation in school education. On these topics she has various publications and participation in National and International Congresses. She has assumed positions of responsibility, such as the Vice-Dean for Students and Institutional Relations of the Faculty of Education (2009-2013), or the Coordination of the Degree in Pedagogy at the University of Murcia, as well as Coordinator of the Master's Degree in Education Teacher Training Compulsory Secondary, Baccalaureate, Vocational Training, Language Teaching and Artistic Teaching at the University of Murcia (2014-2017).

References

Alexandraki, I., Rosasco, R. E., & Mooradian, A. D. (2021). An Evaluation of Faculty Development Programs for Clinician–Educators: A Scoping Review. Academic Medicine, 96(4), 599-606. https://doi.org/10.1097/acm.0000000000003813

Alsalamah, A., & Callinan, C. (2021). Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers. Education Sciences, 11(3), 116. https://doi.org/10.3390/educsci11030116

Aparicio-Molina, C., Sepúlveda-López, F., Valverde-Huincatripay, X., Cárdenas-Merino, V., Contreras-Sanzana, G., & Valenzuela-Ravanal, M. (2020). Liderazgo directivo y cambio educativo: Análisis de una experiencia de colaboración Universidad-Escuela. Páginas De Educación, 13(1), 19-41. https://doi.org/10.22235/pe.v13i1.1915

Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63-105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x

Baldwin, T. T., Ford, J. K., & Blume, B. D. (2017). The state of transfer of training research: Moving toward more consumer‐centric inquiry. Human Resource Development Quarterly, 28(1), 17-28. https://doi.org/10.1002/hrdq.21278

Blume, B. D., Ford, J. K., Surface, E. A., & Olenick, J. (2019). A dynamic model of training transfer. Human Resource Management Review, 29(2), 270-283. https://doi.org/10.1016/j.hrmr.2017.11.004

Botke, J. A., Jansen, P. G., Khapova, S. N., & Tims, M. (2018). Work factors influencing the transfer stages of soft skills training: A literature review. Educational Research Review, 24, 130-147. https://doi.org/10.1016/j.edurev.2018.04.001

Brion, C. (2020). The role of culture in the transfer of training. International Journal of Training and Development, 24(4), 384-393. https://doi.org/10.1111/ijtd.12203

Cano, E. (2016). Factores Favorecedores y Obstaculizadores de la Transferencia de la Formación del Profesorado en Educación Superior. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 14(2). https://doi.org/10.15366/reice2016.14.2.008

Cejas-León, R., & Navío-Gámez, A. (2018). Formación en TIC del profesorado universitario. Factores que influyen en la transferencia a la función docente. Profesorado. Revista de Currículum y Formación de Profesorado, 22(3), 271-293. https://doi.org/10.30827/profesorado.v22i3.8002

Croissant, Y. (2020). Estimation of Random Utility Models in R: The mlogit Package. Journal of Statistical Software, 95(11), 1-41. https://doi.org/10.18637/jss.v095.i11

Cubo, S., Marín, B., & Ramos, J. L. (2018). La investigación experimental. Métodos de investigación y análisis de datos en ciencias sociales y de la salud. Editorial Picramide.

Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev

Erdas, E., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2019). A five-level design for evaluating professional development programs: Teaching and learning about nature of science. Issues in Educational Research, 29(2), 402-426. http://www.iier.org.au/iier29/erdas-kartal.pdf

Escudero-Muñoz, J. M., González-González, M. T., & Rodríguez-Entrena, M. J. (2018). Los contenidos de la formación continuada del profesorado: ¿Qué docentes se están formando? Educación XX1, 21(1), 157-180. https://doi.org/10.5944/educXX1.15807

Espona-Barcons, B., Pineda-Herrero, P., Cirao-Calí, A., & Quesada-Pallarés, C. (2017). ¿Es eficaz la formación en la Administración Pública española? QURRICULUM-Revista de Teoría, Investigación y Práctica Educativa, (30), 31-48.

Feixas, M., Duran, M. D. M., Fernández, I., Fernández, A., García San Pedro, M. J., Márquez, M. D., ... & Lagos, P. (2013). ¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia. REDU. Revista de Docencia Universitaria, 11(3), 219-248.

Ford, J. K., Baldwin, T. T., & Prasad, J. (2018). Transfer of training: The known and the unknown. Annual Review of Organizational Psychology and Organizational Behavior, 5, 201-225.

Fox, J., & Weisberg, S. (2019). An {R} Companion to Applied Regression, Third Edition. Thousand Oaks CA: Sage. https://socialsciences.mcmaster.ca/jfox/Books/Companion/

Freitas, A. C., Silva, S. A., & Santos, C. M. (2019). Safety training transfer: The roles of coworkers, supervisors, safety professionals, and felt responsibility. Journal of Occupational Health Psychology, 24(1), 92–107. https://doi.org/10.1037/ocp0000125

Heydari, M.R., Taghva, F., & Amini, M. (2019). Using Kirkpatrick’s model to measure the effect of a new teaching and learning methods workshop for health care staff. BMC Res Notes 12, 388. https://doi.org/10.1186/s13104-019-4421-y

Jackson, C. B., Brabson, L. A., Quetsch, L. B., & Herschell, A. D. (2019). Training transfer: A systematic review of the impact of inner setting factors. Advances in Health Sciences Education, 24(1), 167-183. https://doi.org/10.1007/s10459-018-9837-y

Jones, C., Fraser, J., & Randall, S. (2018). The evaluation of a home-based pediatric nursing service: concept and design development using the Kirkpatrick model. Journal of Research in Nursing, 23(6), 492-501. https://doi.org/10.1177%2F1744987118786019

Kelley, T. R., Knowles, J. G., Holland, J. D.. & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00211-w

Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.

Kuhn, M. (2021). caret: Classification and Regression Training. R package version 6.0-88. https://CRAN.R-project.org/package=caret

Mahmoodi, M., Rashtchi, M., & Abbasian, G. R. (2019). Evaluation of in-service teacher training program in iran: Focus on the Kirkpatrick model. Education and Self Development, 14(4), 20-38. https://doi.org/10.26907/esd14.4.03

Makumbe, S., Hattingh, T., Plint, N., & Esterhuizen, D. (2018). Effectiveness of using Learning Factories to impart Lean principles in mining employees. Procedia manufacturing, 23, 69-74. https://doi.org/10.1016/j.promfg.2018.03.163

McChesney, K., & Aldridge, J. M. (2018). A new tool for practitioner-led evaluation of teacher professional development. Teacher Development, 22(3), 314–338. https://doi.org/10.1080/13664530.2017.1418418

McCullagh, P., & Nelder, J.A. (1983). Generalized Linear Models (2nd ed.). Routledge. https://doi.org/10.1201/9780203753736

Mizell, H. (2010). Why Professional Development Matters. Learning Forward. https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf

Nazli, N., & Khairudin, S. (2018). The factors that influence transfer of training and its effect on organizational citizenship behaviour: Evidence from Malaysia civil defence force. Journal of Workplace Learning. 30(2), 121-146. https://doi.org/10.1108/JWL-09-2017-0080

Pamies-Berenguer, M., Gomariz-Vicente, M.A., & Cascales-Martínez, A. (2022). Factores condicionantes de la transferencia de la formación permanente del profesorado no universitario. Revista de Educación a Distancia (RED), 22(69). https://doi.org/10.6018/red.486801

Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2021). Teacher Professional Development around the World: The Gap between Evidence and Practice. The World Bank Research Observer. https://doi.org/10.1093/wbro/lkab006

R Core Team (2021). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/

Richter, S., & Kauffeld, S. (2020). Beyond supervisors’ support: influencing (international) technical training transfer. European Journal of Training and Development, 44(4), 391-403. https://doi.org/10.1108/EJTD-08-2019-0141

Roig-Ester, H., Quesada-Pallarès, C., & Pineda-Herrero, P. (2021). Diseño y pilotaje del METEnf: Modelo de Evaluación de los factores de Transferencia de la formación de los nuevos profesionales en Enfermería. Educación Médica, 22, 346–351. https://doi.org/10.1016/j.edumed.2019.09.005

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School effectiveness and school improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841

Tracey, J. B., Hinkin, T. R., Tannenbaum, S., & Mathieu, J. E. (2001). The influence of individual characteristics and the work environment on varying levels of training outcomes. Human resource development quarterly, 12(1), 5-23. https://doi.org/10.1002/1532-1096(200101/02)12:1%3C5::aid-hrdq2%3E3.0.co;2-j

Vizeshfar, F., Momennasab, M., Yektatalab, S., & Iman, M. T. (2018). Evaluation of the effectiveness of a first aid health volunteers’ training programme using Kirkpatrick’s model: A pilot study. Health Education Journal, 77(2), 190-197. https://doi.org/10.1177/0017896917741149

Wang, W., He, Z., Zhang, M., & Huo, B. (2021). Well begun is half done: Toward an understanding of predictors for initial training transfer. European Management Journal, 39(6), https://doi.org/10.1016/j.emj.2021.04.002

Wickham, H., François, R., Henry, L., & Müller, K. (2021). dplyr: A Grammar of Data Manipulation. R package version 1.0.5. https://CRAN.R-project.org/package=dplyr

Yaghi, A., & Bates, R. (2020). The role of supervisor and peer support in training transfer in institutions of higher education. International Journal of Training and Development, 24(2), 89-104. https://doi.org/10.1111/ijtd.12173

Yurtseven, Z., O'Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160-177. https://doi.org/10.1111/jcal.12394