The transfer of educational knowledge to teaching practices in the health sciences

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.