ABSTRACT

The goal of professional development is to facilitate teachers' spontaneous transfer of knowledge gained from education research to their teaching practice in order to improve student outcomes. This chapter reports the methodology and results from a video analysis conducted to assess teachers' transfer of their learning about the Interactive-Constructive-Active-Passive (ICAP) framework from this professional development activity to their implementation of ICAP activities in the classroom. Activities were defined as student endeavors that occurred any time during the 50 minute class, such as note-taking during content delivery if the teacher lectured, or completing a worksheet or creating a poster after content delivery. Overall, teachers did not appear to satisfactorily transfer their learning about the ICAP framework when implementing the lesson plans in their classrooms. From an alternate viewpoint, researchers who have studied transfer suggest that multiple measures of transfer should be utilized to assess multiple dimensions of transfer. Teachers themselves need to deeply engage in identifying the principles underlying the framework.