Vol. 3 No. 2 (2017): Enero-diciembre
E) Procesos de formación y actores de la educación

Teacher training in Mexico: Transfer of Learning

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  • Edith Mariana Rebollar-Sánchez,
  • Anna Ciraso-Calí,
  • Carla Quesada-Pallarès
Edith Mariana Rebollar-Sánchez
Edith Mariana Rebollar-Sánchez Instituto Superior de Ciencias de la Educación del Estado de México
Anna Ciraso-Calí
Universitat Autònoma de Barcelona, España
Carla Quesada-Pallarès
University of Leeds, Reino Unido
DOI: https://doi.org/10.33010/recie.v3i2.2068

Published 2017-01-02

Keywords

  • Formación del profesorado,
  • transferencia del aprendizaje,
  • evaluación de la formación,
  • educación básica
  • Teacher training,
  • transfer of learning,
  • evaluation of training,
  • basic education

How to Cite

Rebollar-Sánchez, E. M., Ciraso-Calí, A., & Quesada-Pallarès, C. (2017). Teacher training in Mexico: Transfer of Learning. RECIE. Revista Electrónica Científica De Investigación Educativa, 3(2), 1233-1241. https://doi.org/10.33010/recie.v3i2.2068

Copyright (c) 2017

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

The objective of this paper is to identify how the transfer of teacher education influences the teaching of primary education teachers (preschool, primary and secondary) in Mexico. In this case, the training is provided by the State through the institutions responsible for the training and training of teachers, specifically by the Subdirectorate for Training and Updating of Teachers (SuCAD). For this, the Transfer Questionnaire was applied 3 school months after the training to 345 teachers, in July 2014. This instrument consists of three blocks of different questions: (a) the degree of transfer of learning of the teachers to their place of work; (b) the impact transferred to their teaching responsibilities; and (c) the transfer organization at the school. Ensuring the validity and reliability of the questionnaire, this paper presents the results of the transfer and the level of impact of the transfer. The results suggest a high degree of perceived transfer by teachers, but they also show that the 'organization of the transfer' in the center acts as a barrier to the transfer of what has been learned in the environment of the teachers participating in the study. Likewise, there is a low impact of the training in the teaching practice, which may be due to the contents and themes developed during the training and its relation to the real needs of the teaching staff.

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