Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico

Karla Villaseñor; Cristina Torrelles-Nadal; Carlos Silva-Ríos; Carla Quesada-Pallares

doi:10.5565/rev/educar.1651

Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico

Títol traduït de la contribució: El model de transferència de factors d’aprenentatge aplicat a docents en servei d’atenció i educació de la primera infància a Puebla, Mèxic

Karla Villaseñor^*, Cristina Torrelles-Nadal, Carlos Silva-Ríos, Carla Quesada-Pallares

^*Autor corresponent d’aquest treball

Departament de Pedagogia Aplicada

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2 Cites (Scopus)

1 Descàrregues (Pure)

Resum

Les investigacions han demostrat que l’atenció i l’educació de la primera infància (AEPI) poden millorar el desenvolupament dels infants. La formació de docents en servei és una bona estratègia per maximitzar la qualitat de l’AEPI, però a Mèxic els docents consideren que la formació en servei no és particularment rellevant. Per contrarestar aquesta tendència, el Sistema Educatiu Mexicà va dissenyar i implementar una política de formació en servei. L’objectiu de l’estudi era analitzar l’impacte dels factors individuals en la transferència de l’aprenentatge durant la pandèmia de la COVID-19. Es va utilitzar un disseny longitudinal no experimental i es van fer servir dos instruments que es van aplicar en dos moments dife-rents. El maig de 2021, durant el confinament per COVID-19, el Ministeri d’Educació de Puebla va oferir cinc cursos en línia dirigits a docents d’educació infantil. S’hi van inscriure 6.562 docents i només 2.865 van completar amb èxit els cursos. En acabar els cursos, es va aplicar el model de transferència de factors d’aprenentatge (Quesada-Pallarès et al., 2018). El model preveu que els docents dissenyin plans i estratègies per aplicar els continguts apre-sos guiats pel seu propi desig de transferir. En aquest sentit, es pot afirmar que la voluntat de transferència està dirigida per l’impuls autònom de transferència dels docents.

Títol traduït de la contribució	El model de transferència de factors d’aprenentatge aplicat a docents en servei d’atenció i educació de la primera infància a Puebla, Mèxic
Idioma original	Anglès
Pàgines (de-a)	1-17
Nombre de pàgines	17
Revista	EDUCAR [ESCI-Web of Science, DICE, cites: 58]
Volum	2023
DOIs	https://doi.org/10.5565/rev/educar.1651
Estat de la publicació	Publicada - 12 de maig 2023

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title = "Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico",

abstract = "Research has shown that early childhood care and education (ECCE) can improve chil-dren{\textquoteright}s development. Training of in-service teachers is a good strategy to maximize the quality of ECCE, but in Mexico, teachers consider that in-service training is not par-ticularly relevant. To counter this tendency, The Mexican Educational System designed and implemented an in-service training policy. The aim of this study was to analyse the impact of individual factors on learning transfer during the COVID-19 pandemic. It followed a longitudinal, non-experimental design. Two instruments were applied at different times. In May 2021, during the COVID-19 lockdown, the Puebla Ministry of Education offered five online courses aimed at early childhood and preschool teach-ers. 6,562 teachers enrolled, but only 2,865 successfully completed the courses. Upon completion of the courses, we applied the transfer of learning factors model (Quesada-Pallar{\`e}s et al., 2018). The model predicted that teachers devise plans and strategies for applying the contents learned, guided by their own desire to transfer. In this regard, it might be asserted that the will to transfer is steered by teachers{\textquoteright} autonomous drive to transfer. ",

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Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico. / Villaseñor, Karla; Torrelles-Nadal, Cristina; Silva-Ríos, Carlos et al.
In: EDUCAR [ESCI-Web of Science, DICE, cites: 58], Vol. 2023, 12.05.2023, pàg. 1-17.

Producció científica: Contribució a revista › Article › Recerca › Avaluat per experts

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AU - Torrelles-Nadal, Cristina

AU - Silva-Ríos, Carlos

AU - Quesada-Pallares, Carla

PY - 2023/5/12

Y1 - 2023/5/12

N2 - Research has shown that early childhood care and education (ECCE) can improve chil-dren’s development. Training of in-service teachers is a good strategy to maximize the quality of ECCE, but in Mexico, teachers consider that in-service training is not par-ticularly relevant. To counter this tendency, The Mexican Educational System designed and implemented an in-service training policy. The aim of this study was to analyse the impact of individual factors on learning transfer during the COVID-19 pandemic. It followed a longitudinal, non-experimental design. Two instruments were applied at different times. In May 2021, during the COVID-19 lockdown, the Puebla Ministry of Education offered five online courses aimed at early childhood and preschool teach-ers. 6,562 teachers enrolled, but only 2,865 successfully completed the courses. Upon completion of the courses, we applied the transfer of learning factors model (Quesada-Pallarès et al., 2018). The model predicted that teachers devise plans and strategies for applying the contents learned, guided by their own desire to transfer. In this regard, it might be asserted that the will to transfer is steered by teachers’ autonomous drive to transfer.

AB - Research has shown that early childhood care and education (ECCE) can improve chil-dren’s development. Training of in-service teachers is a good strategy to maximize the quality of ECCE, but in Mexico, teachers consider that in-service training is not par-ticularly relevant. To counter this tendency, The Mexican Educational System designed and implemented an in-service training policy. The aim of this study was to analyse the impact of individual factors on learning transfer during the COVID-19 pandemic. It followed a longitudinal, non-experimental design. Two instruments were applied at different times. In May 2021, during the COVID-19 lockdown, the Puebla Ministry of Education offered five online courses aimed at early childhood and preschool teach-ers. 6,562 teachers enrolled, but only 2,865 successfully completed the courses. Upon completion of the courses, we applied the transfer of learning factors model (Quesada-Pallarès et al., 2018). The model predicted that teachers devise plans and strategies for applying the contents learned, guided by their own desire to transfer. In this regard, it might be asserted that the will to transfer is steered by teachers’ autonomous drive to transfer.

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Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico

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