Transfer von Inhalten der Lehrer*innenfortbildung – Der Zusammenhang zwischen individuellen und institutionellen Merkmalen und selbstberichteten Transferaktivitäten

Teachers are confronted with many different challenges in the course of their professional careers. Regular participation in in-service training is intended to ensure the continuous adaptation and development of professional skills and thus maintain the ability to act professionally. Although research on teacher training in German-speaking countries has increased in recent years, questions about the transfer of training content remain largely open. This study examines transfer activities in the context of in-service training, taking into account the subjective importance of professional development and the significance of in-service training at school. The data for analyzing the questions originate from a convenience sample of 738 teachers. The results show that subjective importance is significantly related to transfer activities, whereas this is not the case for the importance of in-service training at the school. However, the effect of subjective importance increases with the reported importance of further training at the school.