Teachers’ perception of learning transfer processes in-service education

Abstract

Evaluation of in-service teacher education has been largely limited to gathering information about satisfaction and learning. However, it is also important to analyse the transfer of learning to professional contexts. The present study had as main goals to know the teachers’ perceptions of the transfer of learning processes to the professional practice and the factors that influence them. The sample included 171 teachers from various levels of education, and it was used the Learning Transfer System Inventory (LTSI). The results allow us to highlight the importance that motivational factors and the context of training have in the transfer of learning.