The transfer of educational knowledge to teaching practices in the health sciences
Article Sidebar
Main Article Content
Abstract
In the last decade, higher education in Argentina has tended to professionalize the role of university professors through pedagogical training. However, there is little information about the contribution of pedagogical training to actual teaching practices, or the influence of other factors that may hinder transfer such as institutional and personal conditioners.
The present study investigated teachers’ perspective on the factors that facilitated or hindered the transfer of pedagogical training to their daily practice in a Health Sciences University. To this end, the “Teacher training transfer factors questionnaire” (Feixas et al., 2013) was adapted and administered to a sample of 524 teachers who completed 4 different training actions.
With a response rate of 30%, (157 surveys) the results indicated that the teacher training programmes acted as a strong facilitator of transfer, while the (institutional) environment conditions and personal factors of the teaching staff were found to be weak facilitators of transfer.
Article Details
References
Alhassan A. I. (2022). Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick’s Model. Advances in medical education and practice, 13(1), 945–954. https://doi.org/10.2147/AMEP.S372652
Baldwin, T. T. y Ford, J. K. (1988). Transfer of training: A review and directions of future research. Personnel Psychology, 41(1), 63-105.
De Vincenzi, A. (2012). La formación pedagógica del profesor universitario. Un desafío para la reflexión y revisión de la práctica docente en el nivel superior. Ediciones Universidad de Salamanca, España.
Ezkurra, A. M. y Fraile, C. L. (2015). ¿Puede el impacto de las estrategias de desarrollo docente de larga duración cambiar la cultura institucional y organizativa en educación superior? Educar, 51(1), 127-147.
Feixas, M., Fernández, A., Lagos, P., Quesada, C. y Sabaté, S. (2013). Factores condicionantes de la transferencia de la formación docente en la universidad. Un estudio sobre la transferencia de las competencias docentes. Infancia y Aprendizaje, 36(3), 401-416.
Feixas, M., Duran, M., Fernández, I., Fernández, A., García San Pedro, M. J., Márquez, M. D., ... & Lagos, P. (2013). ¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia. REDU. Revista de Docencia Universitaria, 11(3), 219-248.
Feixas, M., Fernández, I., y Zellweger, F. (2014). What factors affect learning transfer? Academic development in perspective. ICED Conference.
Feixas, M., Fernández, I., Lagos, P. y Sabaté S. (2015). Modelos y tendencias en la investigación sobre efectividad, impacto y transferencia de la formación docente en educación superior. Educar, 51(1), 81-107.
Gilbert, A. y Gibbs, G. (1999). A proposal for an international collaborative research programme to identify the impact of initial training on university teachers. Research and Development in Higher Education, 21(2), 131-143.
Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
Kreber, C. y Brook, P. (2001). Impact evaluation educational development programmes. International Journal for Academic Development, 6(2), 96–108.
Kirkpatrick D. L. (1998). Evaluating training program. The four levels (2da ed.). San Francisco: Berret-Koehler Publishers, Inc.
Praslova, L. (2010). Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education. Educ Asse Eval Acc 22, 215–225. https://doi.org/10.1007/s11092-010-9098-7
Ramos Zincke, C. (2005). Cómo investigan los sociólogos chilenos en los albores del siglo XXI: Paradigmas y herramientas del oficio. Persona y Sociedad, 19(3), 85-119.
Schwartzman, G., Eder, M. L., y Roni, C. (2014). Formación docente en y para la universidad: dispositivos y prácticas en Ciencias de la Salud. Revista de Docencia Universitaria, 12, 179-201.
Silva-Fletcher, A., & May, S. A. (2018). Discipline-specific compared to generic training of teachers in higher education. Journal of veterinary medical education, 45(1), 1-10.
Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., ... & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher, 38(8), 769-786.
Stake, R. E. (2010). Investigación con estudio de casos. Madrid: Morata.
Stes, A., Min-Leviveld, M., Gijbels, d. y Van Petegem, P. (2010). The impact of instructional Development in Higher Education: The State-of-the-art of the Research. Educational Research Review, 5(1), 25-49.
Thomas, A., & Steinert, Y. (2013). Knowledge translation and faculty development: from theory to practice. Faculty development in the health professions: a focus on research and practice (pp. 399-418). Dordrecht: Springer Netherlands.