ABSTRACT
For pilots, training is an everlasting process. During their careers, pilots have to go through initial training in order to get their first certificate, transition training to operate new aircraft and proficiency training to qualify for new positions in the cockpit. In addition, a professional pilot regularly spends time in the training department to accomplish recurrent training. Training requires a lot of time and money, and it is highly legitimate for the aviation industry to ask if all these resources are spent justifiably and lead to the expected results. In addition, several other factors such as the growing need for new pilots and the recognition of the importance of human factors in aviation have lead to an increased focus on training and instruction during the last 15 years. As a result, we now see the contours of a specific theory of aviation instruction derived from psychological and educational research (Telfer, 1993). There is also a strong emphasis on training and instruction from aviation authorities, like JAA in Europe and the new JAR OPS.
