Training Transfer in Classroom Situation

Abstract

Educational institutions spend a considerable amount of money on training the faculties to ensure quality in education. Contradictorily, the trained teachers also face difficulties to transfer training in the classroom situation effectively due to linguistic variation, improper teaching methods, unavailability of adequate resources, size of the class, mismatch between teaching hour and volume of curriculum and lack of professional zeal. The main purpose of the study is to explore hindrances that obstruct transfer of knowledge to students in the classroom. The article is confined to the pedagogy of peer review, dramatic presentation, narration and active participation of students in solving problems. I have conducted this study under the frame work of Transformational Theories that deal with the problems transforming knowledge, skills and attitude in the real classroom. This research article tries to fill a gap conducting the study on how teachers are prevented from transforming training in the classroom situation. The study explores the problems by interviewing the trained teachers who have faced difficulties in transferring training in classroom situation.