In-School training: an essential modality in teacher’s lifelong learning due to its excellent potential for transfer

Abstract

INTRODUCTION. Lifelong learning involves a process of support throughout the life course of the teacher to respond to the needs of teachers in their work context and contribute to develop their professional skills. Compared to traditional courses, we present an essential modality in the lifelong learning of non-university teachers, In-School training, whose relevance lies precisely in its capacity to transform the educational Center and its potential for transfer.

METHOD. This paper presents qualitative research that aims, on the one hand, to understand in-depth the Training process at the educational Center, and on the other hand, to create spaces for thinking for its improvement and transformation. The selected sample includes five case studies: four public Early Childhood and Primary schools in different areas of the province of Malaga and the Hospital and Home Educational Care Service of Malaga. The instruments used for the collection of information were: participant observation, in-depth interview, and collection of documents. Twenty-nine teachers were interviewed.

RESULTS. As a result, we can affirm that the most significant commitment of In-School training is the practical application of the acquired skills: the transfer process. In-School training is a fundamental modality, which starts from the needs of the teachers, enables spaces for reflection and teamwork, and integrates powerful proposals for change that revert both to the development of the school and the teachers.

DISCUSSION. Therefore, we conclude that In-School training is the most outstanding modality within the permanent training of teachers due to its transfer potential and innovative capacity of the educational Center's culture and teacher's professional skills.