Abstract
This study analyzed the mediating influence of social capital and the moderated mediating effects of social capital and intensive reflection vis-à-vis near transfer (NT) and far transfer (FT). The results obtained from data pertaining to 401 elementary school teachers in Korea revealed the following: (1) NT positively influences FT; (2) there is a direct relationship between NT and social capital; and (3) social capital does not directly impact FT on its own but affects FT when combined with intensive reflection. The results offer crucial theoretical and policy implications for teacher education and professional development programs worldwide.
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