Learning Transfer From an Engineering Faculty Teaching Academy to Classroom and Professional Practice

128 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002.This study concerns the transfer of learning from a teacher enhancement program to the participants' classroom and professional practice. Key concepts from the training were identified and participants were interviewed to determine what stage of transfer had been attained for each of the concepts. Individual inputs of the transfer process such as trainee characteristics, training design, and the environment in which the transfer occurred were investigated to determine their role in the assistance or hindrance of the transfer. Additional evidence was gathered by a review of documents and artifacts from the training pertaining to the transfer. The study found that transfer did occur for participants when applying the concepts learned in the program to their classroom or professional practice. Transfer was often found at the partial or full stage of transfer for many of the competencies measured. Influences affecting the transfer were often closely related to participant characteristics, typically connected to personal motivations or decisions by the participants. Other inputs influencing transfer related to the autonomous environment in which the participants applied the concepts learned.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD