1. International Reseach Journal,November,2010 ISSN-0975-3486 RNI: RAJBIL 2009/300097 VOL-I *ISSUE 14
84 RESEARCH ANALYSIS AND EVALUATION
Research Paper- Education
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TheContextWhenpre-serviceteachertraineeslearn
oracquireordevelopsomethingneworsomespecific
knowledge; or solve problems on teaching-learning
ordevelopskillsofteaching ormakeuniquedecision,
they usually do so with the objective to use it when
theywouldbecomeregular teachersafterrecruitment
to new profession of teaching. Teacher-educators
andeducationalplannershaveexpectationswhether
activities performed as teacher- trainees during
teacher-training are related to the phenomenon of
TransferofTraining-whichrefertotheeffectofprior
learningortraining(i.e.pre-serviceteacher-training)
on the subsequent performance of a different
teaching-learning tasks (i.e. job of teaching
profession of a regular teacher)
Thus viewed, teaching profession of a
regular educational practitioner is an example of
transfer while the responses required are similar to
those a pre-service teacher-trainee who is taught or
learns in earlier practice-teaching sessions during
training,theyarenotexactlythesame.Everyteacher-
trainee finds it necessary to adopt the practicing
teaching-habits or skills of teaching and to learn
some new ones. A newly recruited or appointed
teacher may even find that his or her practicing
teaching habits in pre-service teacher training is
interfered withthesmoothoperationofnewteaching
in the class-room.The basic logic is that there would
be some effect of prior practicing teaching (i.e pre-
service teacher-training) on subsequent regular
classroom teaching as a professional, and that is,
which explores and increases the probability of the
possibility of transfer of training.
RationaleBehindPositiveTransferofTraining
Positivetransferisoneformoffacilitation.Although
transfer cannot produce miracles, it can greatly add
totheprofessionalrenewalofapractitionervis-à-vis
contribution of the school or college. Within many
specialized discipline-oriented practitioners
automatictransfermakesitunnecessarytoappoint
separatelyspecializedteachertoworkineverysingle
specialized discipline. Similarly, within disciplines
automatic transfer generates unworthiness to teach
everysingleitem.Incontextofpre-servicesecondary
teacher education programme, there appears to be
substantial transfer from graduate –college
experience to professional post-graduate teacher
training college/university attainment. From many
kinds of learning the practitioners may learnhowto
learn. To take the superiority of the condition of
transfer, the teacher educators present similar tasks
in close succession, bringing out the similarity.
Severaltasksofteacher-trainingprogrammeareseen
as parts of one principle (e.g. various methods and
methodsofdevelopment,skillsofteachingetc);thus
the knowledge of the principle aids to those tasks.
Suchtasksneedtobeperformedwithintheframework
of well understood working rule. In teacher training
institutions there should be much varied practice in
applying the principle.The investigator, the author,
didaseriesof earlierexperimentsandexperimentally
verified the possibility of lateral transfer, sequential
and vertical transfer of pre-service training abilities
to professional life situation with the following
additional highlights. (i)That each of skills of
practicingteachinginpre-serviceteachertrainingas
behaviour components facilitate teaching in new
regular and professional teaching situation at
comparable level of practicing teaching behaviour.
(ii)That in vertical transfer, ability acquired in
practicingteachingsessionsfacilitatesotherteaching
situationutilizingpracticingteaching-operationskills.
Transfer is often a second best. At times, it
maybebetterthandirectpracticewhichiscostlyand
offers little early reinforcement. The substitute for
the direct practice (transfer task) may also have
something of value in itself. For better transfer it is
difficulttodecidewhethertoplungeintocomplicated
learning or training task or to begin with an easier
version of learning or training task. Experience of a
teacher-educator speaks that the version is better
whenever there is a reasonable certainty of early
ANALYZE STATISTICALLY POSSIBILITIES OF
TRANSFER OF TRAINING FROM PRE
SERVICE SECONDARY TEACHER EDUCATION
SYSTEM TO REGULAR TEACHING
PROFESSION
November, 2010 * Dr. Bijay krishna Jana
* Tagore Govt College Of Education Middle Point Port Blair

2. International Reseach Journal,November,2010 ISSN-0975-3486 RNI: RAJBIL 2009/300097 VOL-I *ISSUE 14
85RESEARCH ANALYSIS AND EVALUATION
reinforcement in training programme. It was
necessary to workout the rules of positive transfer
frompre-servicesecondaryteachereducationsystem
to regular teaching profession. These rules call for
active teaching of trained professionals by
application of capability developed through
realization of instructional objectives from various
subject-specializations, search for structural
association or relationship between different
disciplines,thedevisingquestiononlearntmaterials
and estimating ability to answer question as evident
from teacher-trainees’ attained scores.
Positive TransferVersusAStatistical Measure of
Association in Context of NCFTE (National
CurriculumFrameworkForTeacherEducation)
The National Curriculum Framework for Teacher
Education(NCFTE),2009includes–
1. Foundations of Education (Learner Studies
Contemporary Studies, Educational Studies)
2.Curriculum and Pedagogy (curriculum studies,
pedagogic studies, assessment and evaluation
studies). 3.School Internship.These course contents
areimportanttopromoteandhaveconcernwiththree
non-temperamental abilities and temperamental
qualities.Theyare:*Abilitytoachieveorachievement
* Ability to problem solving or decision making *
Abilitytoteach(Cognition,Affectandmotororiented)
of teaching competency.
AbilitytoAchieve
Curricular areas 1 &2 above have to provisions:
Theory and practicum. Ability to achieve is an
expected core ability and it is acquired from learnt
materials.Teacher-trainees’ performance on theory
course work is assessed by achievement test scores
whichmeasure“whattheteacher-traineehaslearnt”
from theory course and it is measured by conduct of
home and University (public) written-theory
examination. This test concerns teacher-trainees’
abilitytoachieve. Curricularaspectsmainlyconcern
with teacher-trainees’ engagement with theoretical
constructs(philosophical, ideological,psychological
…. etc), subject content, textbooks, discipline
knowledge …etc. Theory courses are designed
around key concepts and research from psychology,
philosophy, sociology, educational practices and
management etc.
AbilitytoProblemSolvingorandDecisionMaking
Secondary teacher education systems assume the
proposition that secondary school teachers are
decision makers and problem solvers, and that
developing perception and thought processes in
teacher-trainees are central to the explanation of
behavour in pre-service teacher-training institutes.
For this purpose mode of group and individual field-
based assignments followed by workshops and
seminar presentations, debate competitions,
symposium, conduct of projects and action
researches, and specific practicum courses are
designedandevaluated.Theseprovisionsalongwith
engagement with teaching methods such as concept
formation, enquiry based teaching are in existence.
Pre-service teacher-training course requires that a
teacher traineetobeafacilitatorofstudents’learning
by helping students to construct knowledge and
meaning.Hisfutureroleasaregularteacherwouldbe
co-constructor of knowledge.
Ability to Teach :-It is fundamentally accepted that
the programme of school internship leads to the
development of a broad repertoire of perspective,
professional capacities, teachers’ sensibilities and
skills. The teacher by his position is obliged to be
effective and his effectiveness depends on his
sensitivity and style in teaching profession. He must
balance the needs of the students and demands of
teaching-learning as his profession. Possiblities of
teaching-learning as his profession. Possibilities of
allthesethreeabilitiestohisregularteaching-jobcan
be explored on the basis of theories of transfer of
training and their relationship to basis statistical
measures of association.
UnderstandingTransferofTrainingandStatistical
Association :-The concept of transfer of training
highlights that: 1. increaseofsimilaritybetweentwo
different situations increases the amount of transfer
Theory of Identical Elements. Statistically, it is
necessarytotestandverifythedegreeofrelationship
and association between any two factors out of three
vizabilityto:(i)achieve,(ii)problemsolvingand(iii)
teach. This is the concern of partial rank co-relation
co-efficient.2.theeffectoftransfercanbefacilitated
by teacher-trainees’ understanding of theoretical
constructs rather than specific solution on
subsequent teaching performance of the same
individualasaregularteacher.Thiscanbeexplained
and verified by the Theory of Generalisation of the
transfer of training. Statistical approaches like the
Kendal Partial Rank correlation co-efficient and the
Kendallco-efficientofConcordance(W)canbeused
to verify whether or not transfer has taken place.3.
thepracticeofaseriesofpractisingsessionsofschool
internship is positively related to future teaching
capabilitiesinregularprofessionalfields.Itsuggests
either (i) the ability to teach and ability to achieve or
(ii)abilitytoteachandabilitytoproblemsolvingare
positively correlated.
StatisticalFunction–ThePartialRankCorrelation

3. International Reseach Journal,November,2010 ISSN-0975-3486 RNI: RAJBIL 2009/300097 VOL-I *ISSUE 14
86 RESEARCH ANALYSIS AND EVALUATION
inContextofTransferofTrainingWhencorrelation
is observed between (i) ability to achieve and (ii)
ability to teach there is always the possibility that
this correlation is due to the association between
each of ability of achievement and that of teaching
and the ability to problem solving – a third variable
of the secondary pre-service teacher education
training programme. By the technique of partial
correlationtheresearcherheldtheeffectoftheability
of problem solving on the relation between
achievement and teaching competency and thereby
the investigator determined the extent of direct or
uncontaminated relation between any two abilities
out of above mentioned three abilities.It is now
important that whether the correlation between
‘ability to achieve’ and ‘ability to teach’ simply
represents the operation of the third variable: ability
toproblemsolving. Theinvestigatorcheckedwhether
thisistruebycomputingapartialcorrelationbetween
achievement and teaching competency partially out
theeffectofneedtoproblemsolving.Theinvestigator
also determined the correlation between teaching
competencyandproblemsolvingwhenachievement
is partialled out.The scores for the 22 subjects i.e.
teacher trainees on each of the three variables in
terms of the three sets of ranks are shown in Table 1.
Each of the three variables whose effect has been
partial out is the Z variable in the equation below:-
FindingsandInterpretation
Fromthedataaboveitisclear–(i)thatthecorrelation
between‘achievement’(theX-variable)and‘teaching
competency’(theY-variable)isrxy
=0.962(ii) t h a t
whenproblemsolvingability(Z)ispartialledout,the
correlation between achievement (x) and teaching
competency(y)is rxy.z
=0.82. Sincethisvalueisnotmuch
smaller than rxy
=0.962; it could be concluded that the
correlation between achievement and teaching
competency(asmeasured)isrelativelyindependentof
theinfluenceofproblemsolvingability(asmeasuredin
terms of amount of problem solving ability).
(iii) That in other cases when
(a) achievement is partialled out, the correlation
between teaching competency and problem solving
is rxy.x
= 0.027 which is of very low value and degree
of relationship is positive but neglible and not
significant. (b) Teaching competency is partialled
out, the correlation between problem solving and
achievementisrzx.y
=0.472whichisalsonotacceptable
.
.
2 2(1 ) . (1 )
r r rx y x y x z
r zx y
r rx y z x
−
=
− −
rXY
=0.962 rZY
=0.869 rZX
=0.900
rXY.Z
=0.82 rZY.X
=0.027 rZX.Y
=0.472
2
2
6
1
( 1 )
D
r
N N
Σ
= −
−

4. International Reseach Journal,November,2010 ISSN-0975-3486 RNI: RAJBIL 2009/300097 VOL-I *ISSUE 14
87RESEARCH ANALYSIS AND EVALUATION
fortakingintoconsiderationforfurtherinvestigation
into the problem.
(iv) that (1) correlation between teaching
competencies and problem solving scores is rzy
=
0.869, and (2) correlation between problem solving
and achievement scores is rzx
=0.900
(v) that student-trainees’ achievement test scores
has significant role in transfer of training from pre-
service secondary teacher education to regular
teaching profession.
TheKendallCo-efficientofConcordance(W)
After measuring the correlation between two sets of
rankingsofN(N=22)teacher-trainees,itisnecessary
to consider a measure of the relation among several
rankingsofN(N=22)teacher-trainees.Intable1there
is K(=3) sets of ranking for three (3) the sets of
abilities which have been arranged in table 2 below
for further investigation.Here W = 0.951 is high
value and is significant. It means that the ability
scoresi.e.scoresinachievement(X),andin teaching
comptetencies(Y)andproblemsolving(Z)measure
with same standard in ranking 22 students (who
studied the methods of teaching of mathematics and
physical science and other compulsory and elective
subjects) under study. Their pooled ordering can
solveasastandardespeciallywhenthereisnorelevant
external criterion for ordering these 22 students.
Conclusion When the problem solving ability is
partialled out, the high value of correlation between
achievement scores (X) and teaching competency
scores (Y) indicates that the achievement score in
pre-service teacher-training programme has direct
effect on subsequent performance of teaching
profession. Moreover, high value of correlation co-
efficient between achievement and teaching
competency connotes the increase of similarly
betweenthesetwoparameters.Obtaininghighscore
inachievementincreasestheprobabilityofincreased
amountoftransferanditcomesunderthepurviewof
TheoryofIdenticalElement.Transferoftrainingfrom
teacher-trainees’achievement to his future teaching
profession can be facilitated by teaching theoretical
constructs(philosophical,ideological,psychological)
andwiththeirengagementwithsubjectcontent,text
books etc. Moreover, teacher-trainees’achievement
on theory courses which are designed around the
key concepts and research from ‘Psychology’,
‘Philosophy’and ‘Sociology’.Foundation of