Abstract:
The purpose of this study, which was undertaken in the Polynesian islands state of the Cook Islands, was to investigate the influence of cultural factors upon teacher in-service transfer of training and to identify strategies and barriers that could impact or impede the process. Although emphasis was upon an interpretivist paradigm, both qualitative and quantitative data were collected over a period of 4 years to inform the research. There were three research phases and a range of purposeful sampling techniques used to select teachers, teacher educators and principals as participants. During phase l, general data concerning course transfer was collected via a number of meetings and an interview survey (N = 30). In the next phase, interviews (N = 28) identified 116 transfer strategies and barriers occurring before, during and after the course that were considered important by the participants. The value of each of these was subsequently assessed by a larger group of participants (N= 49). School and teacher strategies assumed a particular importance although all strategies were of significance to the participants. Thematic analysis of the interviews revealed three major themes - individual qualities, training and support - as significant factors determining whether transfer occurred or not. A key finding related to the function of support, which operates to provide a sense of aroha (concern about welfare) and protection from ridicule/criticism from peers. Significantly, the sense of unity between the individual and the community, a feature so apparent in the Cook Islands culture, was also central to these themes. During phase 3, a range of transfer strategies that emphasised support and collaboration, were incorporated into an in-service course and impact data collected from the teacher and principal participants (N = 31). The usefulness of these strategies for transfer was confirmed. Findings from this research make a significant contribution to our understanding of transfer of training. By using a phenomenological approach, rare in this field of study, I have identified how the cultural dimension can have an impact upon transfer of training. This has important implications for course planners, as it identifies the need to consider the complexities of local factors and the cultural context when developing training programmes, not only for a context like the Cook Islands but also more generally.
