Rasela Tufue‐Dolgoy, National University of Sāmoa and Lex McDonald, Victoria University of Wellington.
Initial teacher education is complex and one important component is the transfer of learning to the classroom. Minimal attention has been directed to using the transfer of training (TOT) research findings relating to the teacher educators work that facilitates student teachers’ implementation of ideas into the classroom. In this exploratory qualitative study, 6 teacher educators were interviewed to ascertain their knowledge and use of ToT when preparing student teachers for teaching practice. The findings indicated that teacher educators understood transfer as an important process, identified key players but could not specifically link their approach to transfer theory, systematic approaches or strategy use. They were also unaware of the impact of transfer and how systems of evaluation could assess what was transferred. Barriers to transfer were recognised but they were unaware of the literature or the need to plan for these. Implications for practice and recommendations for future research were outlined.
Keywords: teacher educators, student teachers, transfer of training, initial teacher education