Fatores Condicionantes da Transferência da Formação e da Probabilidade de Transferência
DOI:
https://doi.org/10.30827/relieve.v28i2.24604Palavras-chave:
Aprendizagem ao longo da vida, Transferência da Formação, Eficácia da Formação, Desenvolvimento Profissional, ProfessoresResumo
O efeito da formação contínua dos professores na melhoria da qualidade educativa é um indicador a ter em conta na implementação de políticas de desenvolvimento profissional. Neste sentido, estudar os fatores condicionantes com maior impacto na probabilidade de sucesso de um professor no processo de transferência e conhecer o efeito desta associação proporciona informações relevantes. O objetivo deste artigo é analisar as associações existentes entre os fatores condicionantes e a probabilidade de transferência para o local de trabalho dos programas de formação destinados a professores de ensino não universitário. A investigação foi concebida como não experimental, com caráter exploratório e utilizando um instrumento de tipo inquérito para a recolha de dados transversais. Participaram 4769 professores, sendo a amostragem não-probabilística por conveniência seguindo o critério de acessibilidade e disponibilidade dos sujeitos. Os dados obtidos permitiram identificar as variáveis preditivas da probabilidade de transferência dos produtos da aprendizagem ao longo da vida e propor um modelo de regressão logística que estime esta probabilidade em função das pontuações dos fatores condicionantes.
Downloads
Referências
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
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2022 RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa
Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.
Los autores ceden de forma no exclusiva los derechos de explotación de los trabajos publicados a RELIEVE (a los solos efectos de favorecer la difusión de los artículos publicados:firmar contratos de difusión, de integración en bases de datos, etc.) y consienten que se distribuyan bajo la licencia de Creative Commons Reconocimiento-Uso No Comercial 4.0 International (CC-BY-NC 4.0), que permite a terceros el uso de lo publicado siempre que se mencione la autoría de la obra y la fuente de publicación, y se haga uso sin fines comerciales.
Los autores pueden llegar a otros acuerdos contractuales adicionales e independientes, para la distribución no exclusiva de la versión del trabajo publicado en esta revista (por ejemplo, incluyéndolo en un repositorio institucional o publicándolo en un libro), siempre y cuando se cite claramente que la fuente original de publicación es esta revista.
La mera remisión del artículo a RELIEVE supone la aceptación de estas condiciones.
