Training transfer of teachers involves the ability to generalise learning to the workplace. In this process, recognising application scenarios and making decisions on the application play an important role. The objective of this research is to explore relationships between conditioning factors affecting the transfer and the activities of identifying application scenarios and the decision-making about it in the context of training programs for the promotion of reading. The participants were 227 active non-university teachers. Two multinomial logistic models were determined to study the links by analysing the odds ratios. The results show that the factor “Design and development of training” is positively linked to both the ability to identify application situations and the decision to carry out an effective application. On the other hand, the “External locus of control” is positively linked to decision-making about carrying out an effective application. In conclusion, dimensions have been identified on which to design intervention actions to improve the transfer of lifelong learning aimed at promoting reading.
Article Details
How to Cite
Pamies-Berenguer, M., Gomariz-Vicente, M.- Ángeles, & Cascales-Martínez, A. (2023). Training transfer of teachers for the promotion of reading. Ocnos. Journal of reading research, 22(2). https://doi.org/10.18239/ocnos_2023.22.2.371
Pamies-Berenguer, Gomariz-Vicente, and Cascales-Martínez: Training transfer of teachers for the promotion of reading
Introduction
The processes of transformation of education systems must recognise the work of teachers
as a core element in achieving significant changes that affect both the organisational
and operational levels of schools (). Teaching allows us to incorporate methodological and technological changes, to
reflect on the suitability of the use of certain didactic resources or to consider
the best strategy for approaching the problems affecting society in general (; ; ). In this scenario, the teacher is placed as an active subject in the transformation
process, and in-service teacher training plays a dual role: to help teachers in the
process of adapting to the changes demanded and to provide educational organisations
with a channel for implementing change actions at the executive level (). Generally speaking, these functions share the common goal of improving the quality
of services provided by organisations (; ).
Although changes in teaching imposed by technological advances and the need to respond
to the development of teachers’ and students¡ digital competence have concentrated
much of the training offered to teachers, dealing reading comprehension has great
educational interest due to its positive effect on attention, the memory development
and thinking (). Considering this singularity, the development of training programmes aimed at the
promotion of reading makes it possible to articulate training actions aimed at promoting
analysis, reflection and teacher intervention on methodological issues (; ; ) or the use of Information and Communication Technologies (ICTs) to improve students’
reading skills (; ).
Despite the widely held idea of the practical usefulness of lifelong learning programmes,
research on the subject has made little progress in studying their actual effectiveness
in terms of impact and return to the organisation for which the programmes are developed
(; ; ). At the heart of this issue may lie the large number of assessment models proposed
for a wide range of training and organisational contexts, limiting the possibility
of comparative analysis or drawing general conclusions from the results obtained (; ). Kirkpatrik’s four-level assessment model has been analysed and adapted in scientific
research (Randomkar, 2018; ). This model is based on a four-level hierarchical view of assessment: (1) reactions,
(2) learning, (3) behaviour and (4) outcomes. Level 1 and 2 focus on the assessment
of the participants’ perception of the development of the training, based on their
expectations, the learning developed and their experience during the training. The
behavioural level focuses on the application of the learning from the training process
in the participant’s professional practice, leaving the evaluation of the impact of
the training programme on the organisation as a whole for level 4.
In the scientific literature linked to teacher training for the development of professional
competences focused on improving students’ reading comprehension or reading habits,
the need for instructional designs on: pedagogy of textual genres is recognised (); the selection of texts and the incorporation of innovative methodologies such as
- for example - those based on inferential comprehension () or the interdisciplinary treatment of reading promotion ().
Within the framework of the educational competences of the Autonomous Community of
the Region of Murcia (CARM), there is an interest in developing actions for the promotion
of reading through the presence, in the Triennial Plans of Permanent Teacher Training
(; ), of the priority line of training: “Competence in linguistic communication, literature
and the promotion of reading”, assigning to the resource of reading an outstanding
instrumental value in the treatment of competence in linguistic communication and
placing teaching practice at the centre of the strategy for the implementation of
plans for the stimulation and encouragement of reading. Those training actions that
directly impact on the promotion of reading have been grouped in the training programme
“Promotion of reading and school libraries” (; ) in order to contribute to the achievement of the following objectives:
- To train teachers in different methodological and organisational strategies to develop
the reading habit in pupils.
- To promote the development of plans to encourage reading in educational establishments.
- To improve the use of school libraries for the promotion of reading.
- To strengthen the libraries of these establishments centres as dynamic and facilitators
of the teaching and learning processes.
- To encourage reading promotion and cultural dynamisation through school libraries.
- To train school library managers in the computerised management of school libraries.
During the 2018/2019 and 2019/2020 academic years, the Centro de Profesores y Recursos
Región de Murcia (CPR Región de Murcia) offered a total of fourteen activities included
in the aforementioned training programme, with the following specific objectives,
among others: to deepen in methodologies for the promotion of reading in the classroom;
to know and use activities of dynamisation of the library and reading promotion and
techniques of dissemination and promotion of school libraries; to learn about the
implementation of the Reading Plan for the promotion of reading and collaborative
activities to improve the development of the reading habit and foster the improvement
of reading skills from all fields, subjects and, where appropriate, elements of the
curriculum, considering the specificities of each of them; to discover in a practical
way the possibilities offered by technologies in the development and promotion of
reading and writing through the use of various web 2. 0. The effort made to deploy
these training actions raises the need to assess programme’s impact on teaching practice
of the participating teachers and to reflect on the actions to be taken by the Administrations
in order to facilitate the process of transferring learning to the workplace. On the
other hand, the lack of studies and research on the transfer of training programmes
related to the promotion of language proficiency points to the absence of proposals
to assess the impact of such programmes.
Transfer of in-service training for non-university teachers
Level 3 of the assessment model of training programmes proposed by Kirkpatrik () establishes the evaluation of the participants’ behaviour in relation to the application
of the learning to the workplace after the end of the training. Linked to this level
of evaluation, the transfer of training to the workplace adds, to the action of applying
learning, the process of generalising and maintaining it over time (). Therefore, transfer more fully describes the behavioural level of Kirkpatrik’s
model, positioning it as a necessary element in the study of the outcomes and impact
of training programmes (; ; ).
The transfer process is conditioned by a large number of factors linked to both individual
characteristics and characteristics of the context in which the work takes place (; ; ). In addition to the number of factors, the transfer process is dynamic in nature
(), which makes it highly complex to analyse and obtain generalisable results.
In the educational context, the model of conditioning factors for the transfer of
non-university teacher training proposed in sets out a set of eight factors: “Training design and development”, “Self-efficiency”,
“Promotion of training by school bodies”, “Feedback from students and families”, “Environmental
resources”, “Resistance to change in the school”, “Monitoring of the training institution”
and “External locus of control”. However, the link between these factors with the
outcome of the transfer process remains an open question.
Dynamic model for the transfer of lifelong learning
The inclusion of time as an independent variable in the study of the dynamic model
for transfer entails a dynamic view of the decisions made by individuals when applying
learnings or keeping/discarding/updating them in future applications and the factors
that condition it (; ). This way, the dependence of the decision-making process on the instant in which
each activity is carried out is contemplated, recognising it as a process with memory
that contemplates past decisions and in which conditioning factors have an effect
that is also time-dependent. This compartmentalised view in which various dynamics
combine to operate together provides a more detailed and complex view of the mechanism
underlying transfer ().
propose a successive set of iterations for their dynamic model, describing it as
a successive collection of application attempts that trigger assessment and decision-making
activities by the applicator, (see figure 1) on the maintenance or discarding in future situations of potential application of
the learning developed in the training context. Conditioning factors impact the context
in which implementation takes place, the results of feedback analysis and decision-making
throughout the process. In each iteration, the results of the application of the learning
outcomes are assessed and a decision is made to rule out, maintain or adapt the application
in future scenarios.
In the model of , it is worth stressing the inclusion of the training phase as a starting point for
the iterative process. This highlights the importance of a training design that takes
into account the transfer process from the very beginning, facilitating entry into
the sequence of transfer iterations as early as possible and providing a supportive
environment for transfer within the training activity.
Figure 1Dynamic model of the transfer process by .
Note. Prepared by the authors.
Objective of the research
The implementation of learning in the context of teaching practice determines the
starting point of each iteration of the dynamic model described above. Starting each
iteration thus requires the teacher’s ability to identify scenarios for activating
learning and making decisions about the effective application of learning.
The aim of the research is to study the way in which the conditioning factors of transfer
are linked to the processes of identifying scenarios for the application of the learning
developed and deciding on the effective application in the context of the training
activities offered by the Centro de Profesores y Recursos Región de Murcia (CPR Región
de Murcia) within the ongoing teacher training programme “Promotion of reading and
school libraries”.
The analysis of these links will make it possible to extract factors that condition
the identification of potential situations for the application of the learning developed
in the training and decision-making on the application of this learning in a favourable
situation. This identification and decision-making by the teacher are embedded in
the dynamic model attributed to the transfer of learning. Knowing whether environmental
resources, training design or external locus of control are positively or negatively
linked to these processes would identify elements on which to intervene, improving
training design, resources available to the teacher or workload. The foregoing could
have an impact on the rate of identification of situations of potential application
and improve the teacher’s decision making on the application of the learning derived
from the study training programmes (promotion of reading and management and dynamisation
of school libraries).
Methodology
Participants
The study focused on the population of non-university teachers from publicly funded
schools in the Autonomous Community of the Region of Murcia, who conducted activities
within the training programme “Promotion of reading and school libraries” and included
in the ongoing training plans for non-university teachers developed by the CPR Región
de Murcia during the 2018/2019 and 2019/2020 academic years.
227 teachers made up the sample, which, according to the public data consulted at
the end of each academic year on the Regional Training Plans website (http://www.educarm.es/plancentrodeprofesores), represents 44.16% of the population. Participants were selected by convenience
sampling in which, on a voluntary basis, each participant answered the questions posed
in the research data collection questionnaire.
Of the 227 surveys collected, 62.56% were female and 37.44% male. The mean age of
respondents was 44.41 years (SD = 11.44), with a mean experience of 16.46 years (SD
= 8.55). In terms of the educational stage at which they teach, 47.14% teach at the
Pre-school and/or Primary Education stages; 48.46% teach at the Secondary Education
stage (Secondary Education, GCE or vocational training); 3.52% teach at other levels
(adult education, official language school, artistic education...) and 0.88% do not
teach directly at the time the survey was carried out. As for the administrative status
of the participants, 71.81% were career civil servants, 14.98% were temporary civil
servants, 12.33% were non-civil servant teachers and 0.88% stated their circumstances
were different.
Design
In order to interpret and analyse data and variables objectively to help understand
the underlying reality of the transfer process at a given moment in time, this research
is based on a cross-sectional, non-experimental, exploratory, survey-type design ().
Instrument
A survey addressed to the teachers included in the study population was used as a
data collection instrument, which was configured with the following instruments:
(1)
A socio-demographic data questionnaire, used to collect the following data: gender,
age, years of teaching experience, educational stage of teaching, employment situation
and the training programme in which the training activities were carried out.
(2)
A non-university teacher training transfer questionnaire (), consisting of a scale made up of 56 items that allow the scores of the conditioning
factors of transfer to be measured. Each item was configured on a Likert-type scale
(1-5).
(3)
A transfer estimation questionnaire, which was used to obtain the data for the dependent
variables: (PPA) estimate of the percentage of occasions when there has been an opportunity
to implement the learning from the training and (PAR) the percentage of times when,
having identified a possibility for implementation, a decision was made to implement
it. Both scales were presented using the ordinal scale: 0%-20%; 20%-40%; 40%-60 %;
60%-80% and 80%-100%.
Procedure
Once approval for the study had been obtained from the General Secretariat of the
Department of Education of the Autonomous Community of the Region of Murcia and the
approval of the Research Ethics Committee of the University of Murcia, the data collection
instrument was made available to the study population through the communication channels
of the CPR Región de Murcia: mass e-mailing of the questionnaire and insertion of
the link in the official questionnaires used for the final evaluation of the training
activities.
A descriptive analysis of the independent variables (transfer factors) was conducted
using the mean, standard deviation, median, 5th and 95th percentiles. In addition, the dependent variables (PPA, percentage of identification
of situations of application of the learning developed and PAR, percentage of application
of the learning from the training in a situation of potential application) were described
in terms of the percentages obtained in each of the ordinal marks proposed in the
scale.
A search for multinomial logistic models was carried out, using the top-down comparison
method, in order to identify and analyse the links between the dependent and independent
variables of the study.
The statistical procedure was performed using R statistical software version 4.0.5
(31-03-2021) running on a macOS Sierra operating system version 10.12.6. The packages
used during the analysis process were: nnet 7.3-16, car, caret and dplyr.
Results
In descriptive terms, table 1 shows the summary descriptive statistics of the factor scores for each conditioning
factor (independent variables). According to the criterion set out in , powerful transfer enablers are those with an average score above four points and
weak transfer enablers are those with an average score in the range of three to four
points. In the context of this study, all factors are thus identified as weak facilitators
of transfer with the exception of the factor Training design and development, which
is the strongest.
Table 1.Descriptive data on factor scores.
Factor
Mean
SD
Median
Percentiles
(5% - 95%)
Training design and development (F1)
4.02
0.76
4.09
2.77 – 5.00
Self-efficiency (F2)
3.84
0.96
4.00
1.91 – 5.00
Promotion of training by the bodies of the establishment (F3)
3.00
1.21
3.00
1.00 – 5.00
Student and family feedback (F4)
3.46
0.97
3.40
1.80 – 5.00
Resources of the environment (F5)
3.67
0.62
3.67
2.67 – 4.67
Resistance to change in the establishment (F6)
3.52
0.92
3.33
2.00 – 5.00
Follow-up of the training institution (F7)
3.88
0.91
4.00
2.33 – 5.00
External control locus (F8)
3.15
0.71
3.00
2.00 – 4.43
[i]Note. SD: Standard deviation.
The data linked to the class marks for each of the dependent variables (PPA, percentage
of identification of situations of application of the learning developed and PAR,
percentage of application of the learning from the training in a situation of potential
application) are shown in table 2.
Table 2.Distribution of data obtained for the dependent variables PPA and PAR in absolute
frequencies.
Variable
0%-20%
20%-40%
40%-60%
60%-80%
80%-100%
PPA
22
38
66
70
31
PAR
21
53
56
63
34
[i]Note. PPA: percentage of identification of situations of application of the learning developed;
PAR: percentage of application of the learning from the training to a situation of
potential application.
In both cases, it is observed that the 60%-80% range serves as the modal range. It
is found that 9.25% of the participants state that they have made the decision to
effectively apply the learnings less than 20% of the times they were confronted with
potential application situations.
Taking the 80%-100% class mark (MCR) of the dependent variables (PPP and PAR) as the
reference class, multinomial and multivariate logistic adjustments were performed,
using a top-down adjustment method, for which the minimisation of the Akaike information
criterion was considered as the basis (Tabachnick & Fidell, 2018). Table 3 shows the results of the variable elimination process.
At the end of the process, the estimation model that minimises the Akaike information
criterion for the PPP variable (675.77) retains a single factor: Training design and
development (F1), while the model for the PAR variable (665.68) considers the contribution
of the factors: Training design and development (F1) and External locus of control
(F8).
Table 3.Results of the variable elimination process (top-down method).
Increase in AIC by removing each factor
Step
Variable
F1
F2
F3
F4
F5
F6
F7
F8
AIC
Step 1
PPA
-3.82
-6.72
-0.68
-6.28
-2.43
-6.46
-4.21
-1.44
701.87
PAR
0.83
-6.29
-6.87
-2.34
-3.12
-3.38
-7.45
2.67
696.63
Step 2
PPA
-3.98
-
0.23
-5.74
-2.30
-6.33
-2.51
-1.57
695.15
PAR
1.69
-5.00
-6.93
-2.46
-2.97
-2.89
-
2.57
689.18
Step 3
PPA
-3.94
-
4.04
-5.90
-2.19
-
-2.48
-1.50
688.82
PAR
1.76
-4.85
-
-2.5
-3.24
-1.24
-
1.90
682.25
Step 4
PPA
-3.76
-
2.96
-
-0.80
-
-3.87
-2.38
682.92
PAR
3.55
-
-
-3.19
-3.32
-1.06
-
1.67
677.40
Step 5
PPA
1.61
-
3.49
-
-1.67
-
-
-1.20
679.05
PAR
11.96
-
-
-3.96
-
-1.46
-
4.51
674.08
Step 6
PPA
10.64
-
0.97
-
-
-
-
-0.07
677.38
PAR
12.36
-
-
-
-
-4.44
-
5.92
670.12
Step 7
PPA
18.76
-
-1.54
-
-
-
-
-
677.31
PAR
29.93
-
-
-
-
-
-
6.14
665.68
Step 8
PPA
22.00
-
-
-
-
-
-
-
675.77
PAR
-
-
-
-
-
-
-
-
-
[i]Note. PPA: percentage of identification of situations of application of the learning developed;
PAR: percentage of application of the learning from the training to a situation of
potential; F1: Training design and development; F2: Self-efficiency; F3: Promotion
of training by the bodies of the centre; F4: Student and family feedback; F5: Resources of the environment; F6: Resistance to change in the establishment;
F7: Follow-up of the training institution; F8: External control locus; AIC: Akaike
information criterion
Table 4 shows the Odds Ratio (OR) estimates linked to the logistic regression models identified.
It is found that, by increasing the factor “Training design and development” (F1)
by one unit, the probability that the percentage in which the participant identifies
suitable scenarios to put the training knowledge into practice decreases with respect
to the reference class mark MCR (0.204, 0.303, 0.428 and 0.879). This effect of decreasing
probabilities is also identified in the class marks of the variable measuring effective
enforcement when an enforcement scenario is detected (0.106, 0.190, 0.286 and 0.563).
Along the same lines, an increase of one unit in the score obtained for the factor
“External locus of control” (F8), keeping the rest of the factor scores constant,
causes a decrease in the probabilities of the 0%-20%; 20%-40% and 40%-60% marks for
the PPA variable with respect to the MCR (0.439, 0.924, 0.927), with an increase in
the relative probability for the 60%-80% class mark (1.842). Despite the reverse phenomenon
found among the higher probability classes for the factor “External locus of control”,
an overall positive effect is considered, as the MRC and the 60%-80% mark are contiguous
and could be interpreted as falling into the category of high probability of application.
Table 4.Estimated effects, in Odds Ratio, of the independent variables (IV) on the dependent
variables (DV) in the regression model.
Akaike information criterion: 665.68
Nagelkerke R2: 24.28%
Cox-Snell R2: 23.11%
N.B.: * p<.1
** p<.05
*** p<.01
PPA: percentage of identification of situations of application of the learning developed;
PAR: percentage of application of the learning from the training to a situation of
potential; F1: Training design and development; F8: External control locus; CI: Confidence
interval.
Nagelkerke R2 and Cox-Snell R2: synthesised values of the coefficient of determination
for the multinomial logistic model ().
Generally speaking, it is found that an improvement in the design and development
of training actions would produce an increase in the probability of recognising a
greater number of potential situations for the application of learning derived from
the training process. In this case, the mark with the lowest recognition scores has
a negative rate of change compared to the reference mark. In the case of decision
making on the application of learning in a favourable situation, in addition to the
improvement of training design and development, there is the positive effect of a
reduced workload and lighter external pressure (external locus of control).
Discussion
The purpose of the research was to explore the links between the conditioning factors
of the transfer of in-service training of non-university teachers and their ability
to identify potential scenarios for the application of the learning developed in the
training programme “Promotion of reading and school libraries”. We also sought to
identify links between these conditioning factors and decision-making on whether to
maintain or discard the application of apprenticeships in the face of a scenario identified
as suitable for application.
In the framework of the lifelong learning programme “Promotion of reading and school
libraries”, all the factors conditioning transfer obtain average scores between three
and four, which allow us to identify them as weak facilitators of transfer (), except for the factor “Design and development of training”, considered a strong
facilitator of transfer as it exceeds the four-point limit. The identification of
factors as weak facilitators indicates the existence of room for improvement that
would facilitate the transfer process in the training programme activities analysed.
As for the process of identifying scenarios for the application of learning developed
in the training context, significant links were found between the factor “Design and
development of training” and the percentage of times in which teachers identify a
suitable situation for the application of learning. The results obtained are in line
with those reported in related studies, where the factor “Training design and development”
is identified as positively correlated with transfer (; ; ). This positive link shows that improving the design of the training so that the
participant has a more complete vision of the learning received, the influence of
the trainers on the implementation of the learning and the stimulus and motivation
to transfer the learning () have a positive effect on the identification of situations in which to apply it,
improving the possibilities of generalisation to the teaching position.
Similarly, the factor “Training design and development” is positively linked to the
process of making decisions about applying the knowledge developed when a situation
for application is recognised. In the same sense as indicated in the previous paragraph,
a training design in which the trainer presents the contents, complementing them with
real situations of application, encourages reflection on teaching practice and concentrates
efforts on maintaining motivation towards the application of the participants, improves
the activation of learning when they find themselves in situations conducive to application
and, in this way, favours implementation and assessment activities that facilitate
the process of generalisation.
On the other hand, the factor “External locus of control” has been related to the
transfer process in several research papers (; ) pointing towards its effect on participants’ motivation. Thus, these results are
in line with those obtained in the present research where the mediation of motivation
to apply (; ) is interpreted to be at the root of the positive association between this factor
and the application process in enabling situations.
The development of the research has made it possible to respond to the objective set
in the study, identifying a set of conditioning factors of transfer that influence
the decision-making processes when applying the learning developed in the training
context of the activities associated with the “Promotion of reading and school libraries”
programmes (see figure 2).
Figure 2Diagram of the set of associations between the transfer conditioning factors and the
transfer-related activities analysed. Source: Prepared by the authors.
Note. Links with an arrow are of a positive nature
This research is subject to a number of limitations. Firstly, the dependent variables
under analysis represent subjective perceptions of the surveyed participants, so there
is no objective assessment of the identification of application scenarios and the
actual application of the training learning. Secondly, we should consider the limitations
on the statistical model imposed by a cross-sectional experimental design focused
on the descriptive analysis of a specific reality at a specific moment in time.
Conclusions
The activities, inherent to the process of transfer of learning, which focus on identifying
scenarios for the application of learning and on the teacher’s decision-making, are
of vital importance to gain a better understanding of the overall process of transfer
and to recognise dimensions on which to act in order to improve the process by which
learning linked to the promotion of reading and the use of school libraries is effectively
incorporated into teaching.
The results obtained in this research show that suggesting training designs in which
value is placed on application examples, motivation to transfer or in which trainers
exemplify how to put learning into practice, would lead to an improvement in the precursor
processes of transfer of training. On the other hand, educational administrations
must take care of the emotional sphere linked to the recognition of the effort made
by teachers when carrying out training activities. Attention to these issues would
mitigate the limitations on the motivation to transfer derived from a negative perception
of factors external to the individual and his/her environment that would constrain
the implementation of the learning developed in the training activities.
The results presented herein contribute to improving knowledge about the transfer
process of in-service teacher training for non-university teachers and open an avenue
for future work in which specific transitional features of the reading literacy training
programme are identified to complement the effect of the factors identified.
References
1
Alsalamah, A., & Callinan, C. (2021). Adaptation of Kirkpatrick’s four-level model
of training criteria to evaluate training programmes for head teachers. Education Sciences, 11(3), 116. https://doi.org/10.3390/educsci11030116
2
Baldwin, T. T., Ford, J. K., & Blume, B. D. (2017). The state of transfer of training
research: Moving toward more consumer‐centric inquiry. Human Resource Development Quarterly, 28(1), 17-28. https://doi.org/10.1002/hrdq.21278
3
Bhat, Z. H., Mir, R. A., Rameez, R., & Rainayee, R. A. (2022). The influence of learner
characteristics, instructional design and work environment on the transfer of training.
Industrial and Commercial Training, 54(4), 566-588. https://doi.org/10.1108/ICT-03-2022-0014
4
Blume, B. D., Ford, J. K., Surface, E. A., & Olenick, J. (2019). A dynamic model of
training transfer. Human Resource Management Review, 29(2), 270-283. https://doi.org/10.1016/j.hrmr.2017.11.004
5
Brion, C. (2020). The role of culture in the transfer of training. International Journal of Training and Development, 24(4), 384-393. https://doi.org/10.1111/ijtd.12203
6
Cahapay, M. B. (2021). Kirkpatrick model: Its limitations as used in higher education
evaluation. International Journal of Assessment Tools in Education, 8(1), 135-144. https://doi.org/10.21449/ijate.856143
7
Cubo, S., Marín, B., & Ramos, J. L. (2018). La investigación experimental. Métodos de investigación y análisis de datos en ciencias
sociales y de la salud. Editorial Pirámide.
8
Cuentas, H. R. G., Tapias, B. H., Rojano, S. R., Baldiris, B. B., & Ortega, Y. M.
(2020). Estrategias pedagógicas propiciadoras del fomento lector en estudiantes de
básicas primarias. Revista Investigium IRE Ciencias Sociales y Humanas, 11(1), 46-57. https://doi.org/10.15658/INVESTIGIUMIRE.201101.04
9
Dachner, A., Ellingson, J., Noe, R., & Saxton, B. (2021). The future of employee development.
Human Resource Management Review, 31(2), 100732. https://doi.org/10.1016/j.hrmr.2019.100732
10
Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading
comprehension between children reading augmented reality and print storybooks. Computers & Education, 153, 103900. https://doi.org/10.1016/j.compedu.2020.103900
11
Feixas, M., Fernández, A., Lagos, P., Quesada, C., & Sabaté, S. (2013). Factores condicionantes
de la transferencia de la formación docente en la universidad: un estudio sobre la
transferencia de las competencias docentes. Infancia y Aprendizaje, 36(3), 401-416. https://doi.org/10.1174/021037013807533034
12
Ford, J. K., Baldwin, T. T., & Prasad, J. (2018). Transfer of training: The known
and the unknown. Annual Review of Organizational Psychology and Organizational Behavior, 5, 201-225. https://doi.org/10.1146/annurev-orgpsych-032117-104443
13
Galarraga-Arrizabalaga, H., Alonso-Amezua, E., & Antonio-Agirre, I. (2023). Percepciones
y necesidades formativas del profesorado en torno a las prácticas lectoras y el Plan
Lector de Centro. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(2), 143-160. https://doi.org/10.6018/reifop.549961
14
Gandomkar, R. (2018). Comparing Kirkpatrick’s original and new model with CIPP evaluation
model. Journal of Advances in Medical Education & Professionalism, 6(2), 94-95. https://doi.org/10.30476/jamp.2018.41014
15
Gegenfurtner, A., Knogler, M., & Schwab, S. (2020). Transfer interest: Measuring interest
in training content and interest in training transfer. Human Resource Development International, 23(2), 146-167. https://doi.org/10.1080/13678868.2019.1644002
16
Huang, J., Blume, B., Ford, J., & Baldwin, T. (2015). A Tale of Two Transfers: Disentangling
Maximum and Typical Transfer and Their Respective Predictors. Journal of Business and Psychology, 30, 709-732. https://doi.org/10.1007/s10869-014-9394-1
17
Kim, E. J., Park, S., & Kang, H. S. T. (2019). Support, training readiness and learning
motivation in determining intention to transfer. European Journal of Training and Development, 43(3/4), 306-321. https://doi.org/10.1108/EJTD-08-2018-0075
18
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
19
Lippe, M., & Carter, P. (2018). Using the CIPP model to assess nursing education program
quality and merit. Teaching and Learning in Nursing, 13(1), 9-13. https://doi.org/10.1016/j.teln.2017.09.008
20
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard:
Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
21
Na-Nan, K., & Sanamthong, E. (2020). Self-efficacy and employee job performance: Mediating
effects of perceived workplace support, motivation to transfer and transfer of training.
International Journal of Quality & Reliability Management, 37(1), 1-17. https://doi.org/10.1108/IJQRM-01-2019-0013
22
Neira-Piñeiro, M. R., & Del-Moral-Pérez, E. (2021). Educación literaria y promoción
lectora apoyadas en entornos literarios inmersivos con realidad aumentada. Ocnos, 20(3). 1-19. https://doi.org/10.18239/ocnos_2021.20.3.2440
23
Nielsen, K., & Shepherd, R. (2022). Understanding the outcomes of training to improve
employee mental health: A novel framework for training transfer and effectiveness
evaluation. Work & Stress, 36(4), 377-391. https://doi.org/10.1080/02678373.2022.2028318
24
Orden 6771/2018 (2018), de 30 de octubre, de la Consejería de Educación, Juventud
y Deportes, por la que se aprueba el Plan Trienal de Formación Permanente del Profesorado
2018-2021. Boletín Oficial de la Región de Murcia (BORM), 260, de 10 de noviembre de 2018, 28402-28436. https://www.borm.es/borm/documento?obj=anu&id=771911
25
Orden 7325/2021 (2021), de 1 de diciembre, de la Consejería de Educación, Juventud
y Deportes, por la que se aprueba el Plan Trienal de Formación Permanente del Profesorado
2021-2024. Boletín Oficial de la Región de Murcia (BORM), 281, de 4 de diciembre de
2021, 34345-34380. https://www.borm.es/services/anuncio/ano/2021/numero/7325/pdf?id=798367
26
Pamies-Berenguer, M., Cascales-Martínez, A., & Gomariz-Vicente, M. Á. (2022). Factores
condicionantes de la transferencia de la formación permanente del profesorado no universitario.
Revista de Educación a Distancia (RED), 22(69), 1-30. https://doi.org/10.6018/red.486801
27
Pegalajar-Palomino, M. C., Burgos-García, A., & Martínez-Valdivia, E. (2022). Educación
para el Desarrollo Sostenible y Responsabilidad Social: claves en la formación inicial
del docente desde una revisión sistemática. Revista de Investigación Educativa, 40(2), 421-437. http://doi.org/10.6018/rie.458301
28
Peña-Acuña, B., & Martínez-Sala, A. M. (2022). Cuentos de Realidad Aumentada para
el aprendizaje de la lengua. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 37, 291-306. https://doi.org/10.30827/portalin.vi37.20938
Pinnington, A., Aldabbas, H., Mirshahi, F., & Pirie, T. (2022). Organisational development
programmes and employees’ career development: the moderating role of gender. Journal of Workplace Learning, 34(5), 466-496. https://doi.org/10.1108/JWL-08-2021-0103
31
Quiroz-Vallejo, D. A., Carmona-Mesa, J. A., Castrillón-Yepes, A., & Villa-Ochoa, J.
A. (2021). Integración del Pensamiento Computacional en la educación primaria y secundaria
en Latinoamérica: una revisión sistemática de literatura. RED. Revista de educación a distancia, 21(68), 7. https://doi.org/10.6018/red.485321
32
Ramis, L. J. G. (2021). Los retos del cambio educativo. Editorial Pueblo y Educación.
33
Richter, S., & Kauffeld, S. (2020). Beyond supervisors’ support: influencing (international)
technical training transfer. European Journal of Training and Development, 44(4). 391-403. https://doi.org/10.1108/EJTD-08-2019-0141
34
Rodríguez-Chavira, G., & Cortés-Montalvo, J. A. (2021). Mediación tecnológica en el
fomento de la lectura y la escritura en adolescentes. Sinéctica, 56. https://doi.org/10.31391/s2007-7033(2021)0056-005
35
Roig-Ester, H., Quesada-Pallarès, C., & Pineda-Herrero, P. (2021). Diseño y pilotaje
del METEnf: Modelo de Evaluación de los factores de Transferencia de la formación
de los nuevos profesionales en Enfermería. Educación Médica, 22, 346-351. https://doi.org/10.1016/j.edumed.2019.09.005
Sifrar-Kalan, M., & Pregelj, B. (2018). La animación a la lectura y la literatura
infantil y juvenil a través de proyectos de fomento a la lectura: el caso de Eslovenia.
Lenguaje y textos, 48, 33-43. https://doi.org/10.4995/lyt.2019.10428
38
Sitzmann, T., & Weinhardt, J. M. (2018). Training engagement theory: A multilevel
perspective on the effectiveness of work-related training. Journal of Management, 44(2), 732-756. https://doi.org/10.1177%2F0149206315574596
39
Tabatchnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed., pp. 481-498). Boston: Pearson Education, Inc.
40
Taddeo, G., de-Frutos-Torres, B., & Alvarado, M. C. (2022). Creadores y espectadores
frente al desorden informativo online. Efectos de la producción de contenidos digitales
en competencias informativas. Comunicar, 72, 9-20. https://doi.org/10.3916/C72-2022-01
41
Tantanawat, S. (2020). Individual Characteristic Predictors for Training Effectiveness
in Thailand: A Study of Internal Locus of Control and Self-Efficacy. Journal of Community Development Research (Humanities and Social Sciences), 13(4), 1-8. https://doi.org/10.14456/jcdr-hs.2020.31
42
Topno, H. (2012). Evaluation of training and development: An analysis of various models.
Journal of Business and Management, 5(2), 16-22. https://doi.org/10.9790/487x-0521622
43
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). Factors affecting teachers’
transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer
training model. Journal of Adult and Continuing Education, 29(1), 86-105. https://doi.org/10.1177/14779714221096500
44
Valverde-Riascos, O. O., & Martínez-Barragán, L. (2022). Tendencias de estudios sobre
la formación permanente del docente y el desarrollo del pensamiento crítico de estudiantes
en contextos rurales. Revista Boletín Redipe, 11(6), 206-220. https://doi.org/10.36260/rbr.v11i6.1847
45
Vicente-Yagüe, M. I., & González Romero, M. (2019). Análisis del panorama metodológico
interdisciplinar en Educación Infantil para el fomento de la lectura. Revista Complutense de Educación, 30(2), 493-508. https://doi.org/10.5209/RCED.57738
46
Villareal-Villa, S. M., Ricardo-Barreto, C., & Vásquez-Astudillo, M. (2022). Formación
docente en blended learning y pedagogía de géneros textuales para la enseñanza de
comprensión lectora. Revista Linguagem & Ensino, 25 (especial), 205-224. https://doi.org/10.15210/10.15210/rle.v25especial.4444
