Monitoring the Effectiveness of the Qualification Improvement Programme Applying Transfer of Learning Experience into a Practice Model

Abstract

This article analyses the problem of monitoring teacher qualification improvement programmes. The assumptions of an effective qualification improvement programme and monitoring perspectives are highlighted by applying transfer of learning experience into a practice model. This model consists of four stages: preparation for a specific learning situation; creation of a learning situation during which the learner prepares for the transfer of learning experience into practice; transfer of learning experience into practice; and impact of the transfer of learning experience. The model is tested by monitoring two qualification improvement programmes and evaluating their effectiveness. The monitoring results allow us to conclude that the transfer of learning experience into a practice model helps to evaluate the effectiveness of the teacher qualification improvement programme and identify its strengths and the aspects that should be improved. After summarising the experience of monitoring, the perspectives for programme monitoring improvement are highlighted: in preparing the programme, the focus should be on the development of competences or abilities already at the level of formulating goals and defining the methods; during providing the programme, the main factors promoting transfer of learning experience should be taken into account: formation of understanding, remembrance, practical skills, realistic practice, and motivation to apply; it should also be foreseen how the school could help its employees to transfer the acquired learning experience into pedagogical activities.