Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review

Rijdt, Catherine De; Stes, Ann; Vleuten, Cees van der; Dochy, Filip

doi:10.1016/j.edurev.2012.05.007

Cited by 142 publications

(159 citation statements)

References 55 publications

Supporting

Mentioning

100

Contrasting

Unclassified

Order By: Relevance

“…This presents the author with the opportunity to bring a considerable amount of information from different sources together and to synthesise this in such a way that it gives new conclusions to the literature rather than just presenting a summary (De Rijdt, Stes, van der Vleuten, & Dochy, 2013;Green, Johnson, & Adams, 2011). The steps taken in the synthesis process are elaborated upon below.…”

Section: Synthesising Researchmentioning

confidence: 98%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

Self Cite

609

464

View full text Add to dashboard Cite

A B S T R A C T This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

show abstract

Section: Synthesising Researchmentioning

confidence: 98%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

Self Cite

609

464

View full text Add to dashboard Cite

show abstract

“…Con todo, no podemos hacer una interpretación general de las políticas de desarrollo docente que se están llevando a cabo en la actualidad, aunque tampoco era éste el objetivo del estudio, pero sí mostrar la predominancia de ciertos condicionantes de la transferencia de la formación docente recibida por nuestros docentes, coincidentes con los análisis de la literatura más actual (Blume et al, 2010;De Rijdt et al, 2013). Finalmente, la herramienta ha demostrado su consistencia y validez y ello nos permite seguir explorando nuevos contextos formativos y analizando factores, tanto de forma integrada como factores concretos.…”

Section: Evaluar El Grado De Transferencia De La Formación Docente Enunclassified

¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia

Condom

Durán

Fernández

et al. 2013

REDU

View full text Add to dashboard Cite

<p>Este artículo tiene por objetivo presentar los principales resultados de una investigación acerca de los factores que influyen en la transferencia de la formación docente del profesorado universitario. Basádose en un estudio previo (Feixas y Zellweger, 2010), se diseña el Cuestionario de Factores de Transferencia Docente y se analizan e interpretan los resultados tras su aplicación en contextos de desarrollo docente del profesorado universitario. Complementariamente, se realiza un análisis de las acciones formativas de dichas universidades y se llevan a cabo tres grupos de discusión con expertos en planificación y desarrollo de estas acciones formativas.</p><p>La aplicación del instrumento a 18 universidades (n=1.026) y el correspondiente análisis factorial exploratorio que nos ha permitido examinar la validez de constructo del modelo (alpha de Cronbach: .91), han dado como resultado la emergencia de ocho factores que inciden en la transferencia: factores de la formación (el diseño de la formación y aprendizaje realizado), factores del entorno (apoyo del responsable docente, predisposición al cambio, recursos del entorno, feedback del estudiante, reconocimiento institucional, cultura docente del equipo de trabajo) y factores del individuo (organización personal del trabajo). El análisis de las acciones formativas nos arroja una tendencia predominantemente técnica, prescriptiva y concebida para el desarrollo puntual de habilidades.</p>

show abstract

“…Professional Development Impacts on Teaching Practices A number of researchers have identified best practices in teacher professional development, such as active learning, opportunities to reflect on teaching practices, a focus on content knowledge, proximity to classroom practices, and sufficient time to learn and to implement what has been learned (Capps, Crawford, & Constas, 2012;De Rijdt, Stes, van der Vleuten, & Dochy, 2013;Desimone, Porter, Garet, Yoon, & Birman, 2002;Garet, Porter, Desimone, Birman, & Yoon, 2001;Heller, Daehler, Wong, Shinohara, & Miratrix, 2012;Ingvarson, Meiers, & Beavis, 2005;Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003;Penuel, Fishman, Yamaguchi, & Gallagher, 2007). For example, Supovitz and Turner (2000) found that the intensity and duration of teacher professional development has a significant positive impact on inquiry-based teaching practices and investigative classroom culture.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

Parker

Stylinski

Bonney

et al. 2015

Journal of Research on Technology in Education

View full text Add to dashboard Cite

Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c) the use of student-centered pedagogical practices; and (d) the degree of relevance to real-world contexts. While our framework successfully described the variation in technology implementation in our study group, we found no statistically significant difference between teachers with and without extensive training on STEM workplace technologies. Our results provide evidence that the framework captures quality of technology use and point to the need for additional research on effective teacher education around technology applications. (Keywords: teacher professional development, STEM workplace technology, measuring quality of technology implementation, technology in classrooms) T echnology use in the classroom has great potential to transform student learning. This is particularly true for science, technology, engineering, and mathematics (STEM) workplace applications of technology, such as robotics, computer modeling and simulations, digital animation, multimedia production, biotechnology, and geospatial technologies. These applications offer opportunities to align classroom activities with real-world STEM practices, while engaging students in authentic investigations and design-based pursuits and promoting student-centered learning and interest in STEM careers (Brophy, Klein,

show abstract

Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review

Cited by 142 publications

References 55 publications

Teacher collaboration: A systematic review

Teacher collaboration: A systematic review

¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia

Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

Contact Info

Product

Resources

About