Towards Effective Training Transfer in Teacher Professional Development: A Multiple Case Study
Year: 2025
Type: article
Abstract: Aim. This paper aims to provide key insights based on best practice examples identified and analysed during a multiple case study on effective and efficient teacher training transfer across diverse educational contexts. Methods. An in-depth analysis of four cases from evidence-based practices in Lithuania, Norway, Estonia, and Germany was conducted to determine: (a) success aspects, (b) implementation challenges, and (c) insights for sustaining practice and implications for teacher professional development design and delivery. The best practice examples were sourced through desk research, literature reviews, and structured interviews with educational experts from the four countries. The cases were selected based on the availability and willingness of experts to share their best practices. A double screening process, based on a theoretical framework, was applied to the data of each case to identify the key characteristics of effective teacher professional development incorporated in the best practice examples. Results. The findings indicate that successful training transfer is underpinned by a combination of innovative approaches, collaborative learning environments, and sustained support systems. By addressing the specific needs of teachers and schools, and offering opportunities for critical reflection and practical application, these best practice examples make a significant contribution to the ongoing professional development of teachers and the overall performance of educational organisations. Conclusion. The insights gained from this research can guide the design and implementation of teacher professional development initiatives, highlighting the importance of tailoring programmes to the unique challenges and objectives of each educational context.
Institution: University of Latvia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411745360