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The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach

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Title: The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach
Language: English
Authors: Johanna Lowis Donath (ORCID 0000-0002-6692-5300), Timo Lüke (ORCID 0000-0002-2603-7341), Ulrich S. Tran (ORCID 0000-0002-6589-3167), Elouise Botes (ORCID 0000-0003-4952-8386), Thomas Goetz (ORCID 0000-0002-8908-2166)
Source: Educational Psychology Review. 2025 37(4).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Transfer of Training, Teacher Education, Inclusion, Classroom Techniques, Models, Theory Practice Relationship, Educational Change
DOI: 10.1007/s10648-025-10081-9
ISSN: 1040-726X
1573-336X
Abstract: Teachers require support to implement inclusive education effectively, and teacher training is a key to providing this support cost-effectively. However, while education research has established theories on student learning, there is still a lack of understanding regarding how teachers learn and integrate new ideas, making it essential to investigate the transfer process to improve the implementation of school reforms. The many overlapping theories on teachers' learning in in-service training, as presented in the literature, have been summarized here in five models. These five models were tested regarding their fit to empirical data in secondary analyses using meta-analytic SEM. The literature search revealed 228 studies that met the inclusion criteria, comprising 244 samples and 117,609 participating teachers and students. Only one model had an acceptable model fit. This model is characterized by the assumption that teacher training affects willingness to change, which in turn influences the subsequent transfer process. Further research should be theory-based, testing theories using primary data, particularly in the context of willingness to change.
Abstractor: As Provided
Notes: https://osf.io/x3cdq
Entry Date: 2026
Accession Number: EJ1492570
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Johanna+Lowis+Donath%22">Johanna Lowis Donath</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6692-5300">0000-0002-6692-5300</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timo+Lüke%22">Timo Lüke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2603-7341">0000-0002-2603-7341</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ulrich+S%2E+Tran%22">Ulrich S. Tran</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6589-3167">0000-0002-6589-3167</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elouise+Botes%22">Elouise Botes</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4952-8386">0000-0003-4952-8386</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+Goetz%22">Thomas Goetz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8908-2166">0000-0002-8908-2166</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Teachers require support to implement inclusive education effectively, and teacher training is a key to providing this support cost-effectively. However, while education research has established theories on student learning, there is still a lack of understanding regarding how teachers learn and integrate new ideas, making it essential to investigate the transfer process to improve the implementation of school reforms. The many overlapping theories on teachers' learning in in-service training, as presented in the literature, have been summarized here in five models. These five models were tested regarding their fit to empirical data in secondary analyses using meta-analytic SEM. The literature search revealed 228 studies that met the inclusion criteria, comprising 244 samples and 117,609 participating teachers and students. Only one model had an acceptable model fit. This model is characterized by the assumption that teacher training affects willingness to change, which in turn influences the subsequent transfer process. Further research should be theory-based, testing theories using primary data, particularly in the context of willingness to change.
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