Abstract
Work placement is an important way for vocational teachers to update their vocational knowledge and skills. In this study, we aimed to explore the factors predicting vocational teachers' transfer of learning from work placement to their school. Participants were 345 Chinese secondary vocational teachers. Path analysis results showed that work placement period, personal capacity, content relevance, peer support, and opportunity to use were positive predictors of transfer generalisation. Besides, transfer generalisation and perceived effects positively predicted teachers’ intentions to maintain what they transferred. No moderating effects of transfer period and perceived effects were found. Limitations and implications are discussed.
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