Transfer of Training to Classroom Practice: The Effects of a Follow-up Coaching Strategy

Year: 1985

Author: Baker, R.G., Showers, B.

Type of paper: Abstract refereed

Studies which focus on the transfer of training as a dependent variable in teacher education are rare. However, a series of experiments recently conducted in inservice education have examined the effects of a follow-up coaching strategy on teachers' ability to transfer newly acquired skills to classroom practice. Teachers who underwent a fully elaborated training program followed by an additional on-site coaching element were able to acquire new and complex skills and, in the short term, transfer them into their regular repertoire of teaching practices. This paper reports on the long term effects of one of those studies six- months after the coaching treatment ceased and further investi- gates what the success of these experiments may mean for preservice teacher education.