Facilitating Transfer of Training in NZ and Samoan Student Teachers

Abstract

Initial teacher education is a complex multifaceted process with one of the pivotal components being transfer of the training.  In the past, minimal attention has been given to how teacher educators interact with student teachers to facilitate implementation of ideas in the classroom. The purpose of this study was to explore teacher educators’ knowledge of transfer of training as an approach to assisting student teachers achieve outcomes in the classroom. It was an exploratory qualitative study and 16 teacher educators (10 New Zealanders and 5 Samoan) were interviewed. The findings from the two sets of educators were similar but a few differences were noted. The teacher educators understood transfer as an important concept and practice involving a set of key players. They could not specifically link their practice to transfer theories, strategies or a strategic framework for implementation. Knowledge of transfer effectiveness and the means of evaluating its occurrence were largely unknown as was the literature on transfer barriers. Nevertheless, most could relate their approach to a transfer process and report successes but it was concluded that they were largely uninformed by the transfer of training literature. Implications for practice and the need for future research were outlined.