The Work Environment and Its Influence on Learning Transfer in Virtual In-Service ICT Training for Teachers and University Professors

Abstract

This study seeks to analyse which factors in the work environments of students undergoing virtual in-service ICT teacher training facilitate the initial transfer of learning. Deductive categories were first defined based on previous studies. A qualitative analysis was then conducted to triangulate three data sources—two reflective training activities and interviews with students—using NVivo 12 software. This enabled us to determine how important some of these factors are for learning transfer within the context of techno-pedagogical distance teacher training, such as the predominance of social support over organizational categories.