Towards Effective Training Transfer in Teacher Professional Development: A Multiple Case Study

Authors

  • Svetlana Surikova Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia
  • Dzintra Iliško Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia
  • Sanita Baranova Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia
  • Dita Nīmante Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia
  • Gunta Siliņa-Jasjukeviča Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia
  • Inga Grigaļuna Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

DOI:

https://doi.org/10.15503/jecs2025.2.475.502

Keywords:

best practice, evidence-based practice, multiple case study, teacher professional development, training transfer

Abstract

Aim. This paper aims to provide key insights based on best practice examples identified and analysed during a multiple case study on effective and efficient teacher training transfer across diverse educational contexts.

Methods. An in-depth analysis of four cases from evidence-based practices in Lithuania, Norway, Estonia, and Germany was conducted to determine: (a) success aspects, (b) implementation challenges, and (c) insights for sustaining practice and implications for teacher professional development design and delivery. The best practice examples were sourced through desk research, literature reviews, and structured interviews with educational experts from the four countries. The cases were selected based on the availability and willingness of experts to share their best practices. A double screening process, based on a theoretical framework, was applied to the data of each case to identify the key characteristics of effective teacher professional development incorporated in the best practice examples.

Results. The findings indicate that successful training transfer is underpinned by a combination of innovative approaches, collaborative learning environments, and sustained support systems. By addressing the specific needs of teachers and schools, and offering opportunities for critical reflection and practical application, these best practice examples make a significant contribution to the ongoing professional development of teachers and the overall performance of educational organisations.

Conclusion. The insights gained from this research can guide the design and implementation of teacher professional development initiatives, highlighting the importance of tailoring programmes to the unique challenges and objectives of each educational context.

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Author Biographies

  • Svetlana Surikova, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Svetlana Surikova is a doctor of pedagogy, a leading researcher at the Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia. Her current research interests include adults’ professional development, character and virtue education, and the concept of schools as learning organisations. She is an expert in social sciences (education sciences) of the Latvian Council of Science.

  • Dzintra Iliško, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Dzintra Iliško earned her PhD in philosophy from Fordham University, Graduate School of Religion and Religious Education, USA. She is a senior expert at the Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia, and a professor at Daugavpils University. She has authored over 100 scientific publications, including book chapters, and serves as the editor-in-chief of the international journal “Discourse and Communication for Sustainable Education”. She has participated as an invited lecturer through ERASMUS+ staff teaching mobility programmes in countries such as Iran, Bulgaria, Lesotho, Jamaica, and Albania, among others.

  • Sanita Baranova, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Sanita Baranova is a doctor of pedagogy, an associate professor and a leading researcher at the Faculty of Education Sciences and Psychology of the University of Latvia.  She is the Head of the Study Field "Education and Pedagogy". Her research interests are related to professional development of adults , particularly academic staff, the transformation towards a student-centred teaching and learning approach, and the implications of higher education policy on the study process. She is an expert in social sciences (education sciences) of the Latvian Council of Science.

  • Dita Nīmante, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Dita Nīmante is a doctor of pedagogy, a professor at the University of Latvia, and a leading researcher at the Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia. She is a director of the Master’s programme “Educational Sciences”. Her research focuses on inclusive education, the professional development of teachers for inclusive pedagogies, and classroom management. She is recognised as an expert in social sciences (education sciences) by the Latvian Council of Science.

  • Gunta Siliņa-Jasjukeviča, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Gunta Siliņa-Jajsukeviča is a doctor of pedagogy, an associate professor at Faculty of Education Sciences and Psychology. She is a leading researcher at the Scientific Institute of Pedagogy, University of Latvia, and a member of the Doctoral Council and PhD Defence Board in Educational Sciences at the University of Latvia. She has authored more than 50 publications, including scientific articles, books, and teaching materials.

  • Inga Grigaļuna, Scientific Institute of Pedagogy, Faculty of Education Sciences and Psychology, University of Latvia Imantas 7. līnija 1, Rīga, LV-1083, Latvia

    Inga Grigaļuna holds a Master’s Degree in Educational Sciences, graduating the programme 'Diversity and Inclusion in Education,' as well as a Bachelor's Degree in Preschool and Primary School Pedagogy. She has completed training in Munich Functional Development Diagnostics and works as an inclusive education methodologist within a school support team. She is also involved in teacher professional development activities as a lecturer. Her research interests focus on inclusive education.

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Published

2025-06-27

Issue

Vol. 16 No. 1 (2025): Journal of Education Culture and Society

Section

EXPERIENCE

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Copyright (c) 2025 Svetlana Surikova, Dzintra Iliško, Sanita Baranova, Dita Nīmante, Gunta Siliņa-Jasjukeviča, Inga Grigaļuna

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How to Cite

Surikova, S., Iliško, D., Baranova, S., Nīmante, D., Siliņa-Jasjukeviča, G., & Grigaļuna, I. (2025). Towards Effective Training Transfer in Teacher Professional Development: A Multiple Case Study. Journal of Education Culture and Society, 16(1), 475-502. https://doi.org/10.15503/jecs2025.2.475.502