Transfer of the learning: Teacher professional development

Abstract

1. IntroductionTeaching that promotes effective student learning and success is not an accident. The quality of the teaching relates to student outcomes and professional development/learning (PDL) is the most effective means of ensuring teaching quality. However, PDL has minimal value unless there is modification of teacher behaviour. Consequently, there is an ongoing demand for teachers to improve their practice but then research indicates that transfer of training (ToT) is often inadequate or does not occur. One important reason for this lack of transfer is that the processes for the implementation into the classroom are not well known and/or overlooked by PDL planners, despite there being a vast literature and research base concerning ToT strategies. Accordingly, PDL planners need to move beyond teacher learning and incorporate strategies that promote and monitor implementation of the learning and it is recommended that a Transfer of Training Audit (TOTA) can be employed to promote this implementation.2. Problem StatementToT planning is an essential consideration if participant behaviour is to change following a workshop, training or PDL programme. However, teacher PDL plans often overlook the need for a strategic transfer plan to ensure this impact on-the-job.3. Research QuestionHow can professional development planners more effectively promote ToT to the teachers' classrooms?4. Purpose of the StudyThe purpose of the study was to identify approaches and techniques that promote transfer of training and to create an audit (checklist) of potentially useful ideas for PDL planners to use to enhance transfer.5. Research MethodsThe literature used to source this paper has arisen from a range of resources. Information about the nature of PDL and transfer was sought from databases (e.g., ProQuest) and texts, but also included unpublished material (e.g., thesis and websites) and personal experiences. Key words/phrases used in this search strategy included transfer of training, transfer of learning, effective professional development, effective professional learning and audit. It was an evidence-based literature collation (with emphasis upon teacher PDL) identifying strategic approaches and specific techniques for promoting on-the-job impact. The criteria for selection of approaches/techniques was material that had been peer reviewed (and/or confirmed by ToT experts and colleagues) and reported as valuable via quantitative and qualitative reports for transfer. The next step was to identify those specific ToT evidence-based techniques able to be operationalised and these were then placed in a pool for the development of the Transfer of Training Audit (TOTA). Following this, whenever possible a number of similar and splinter items identified for the audit were combined into one technique then arranged into before, during and after X roles PDL categories, although recognising that these were not exclusive categories6. FindingsThe purpose of this study was to identify ToT strategic approaches and specific factors that enhance the likelihood of on-the-job implementation of following teacher PDL. Detailed below is a discussion about the nature of PDL and the qualities that make it an effective endeavor. Following this, it is indicated that TOT is a complex phenomenon but the ultimate outcome of PDL often either overlooked or misunderstood by PDL planners. To overcome these problems, it is outlined that planners need more understanding about the process and then use specific evidence based factors via a strategic framework to promote transfer. The TOTA is discussed as a systematic means of accomplishing this process. a. Effective Professional DevelopmentThere is some lack of clarity about the definitions of professional development (PD) and professional learning (PL), although both are concerned with developing new teacher skills and knowledge to facilitate improved student outcomes. …