Abstracts - Earli

position in company and family members following the employee abroad (altogether 19employees were selected, 16 of them participated until the end of research period). Networkanalyses for them were made in the beginning, in the middle and in the end of the assignment.These persons were also interviewed in the beginning and in the end of assignment. Results of thisstudy indicate how experts are networking in a new country, how their networks change duringtwo years, how they transfer knowledge/expertise during assignment, what are the obstacles forknowledge transfer and how much the local culture and company culture affect to the transferprocess.Journal writing – As a vehicle for reflecting and enhancing learning processes of teachers andteacher educatorsNomy Dickman, Oranim, Mofet, IsraelInspired by a constructivist approach and a qualitative-naturalistic theoretical framework, thisstudy set out to explore the contribution of journal keeping in reflecting and enhancing learningprocesses of prospective mathematics teacher-educators. Data collection and analysis were guidedby principles of the Grounded Theory. Analysis of 12 secondary teachers’ journals in the course ofbecoming mathematics teacher-educators revealed three central issues: the source of learning, itsgoal, and its content, as main components in describing learning. Based on these findings, a threedimensional theoretical model was developed. The model reflects the learning mechanism ofteachers in the course of becoming mathematics teacher-educators and the process of theirprofessional development. This model can be used as a tool for analyzing journals and advancingreflective writing, as well as for planning and evaluating the training process of teacher-educatorsThe influence of individual-, training- and environment - related factors on training transferChristelle Devos, Catholic University of Louvain, BelgiumXavier Dumay, Catholic University of Louvain, BelgiumThe transfer of newly learned knowledge and skills into new situations has been largely studied. Inthe area of professional development, it has been showed that little of what was learned duringtraining programs was subsequently transferred to the workplace. A critical issue is therefore toinvestigate the factors that are likely to foster or hinder transfer. The Learning Transfer SystemInventory (LTSI; Holton, Bates, & Ruona, 2000) considers 16 factors likely to influence thetransfer of training to the workplace. The purpose of this study was to translate the LTSI intoFrench and to examine (1) the internal structure of the translated instrument, and (2) its predictivevalidity regarding transfer 1 to 3 months after training. First, a factor analysis revealed a factorstructure very similar to the original structure: the 15 of the original factors were replicated.Second, 8 factors displayed statistically significant correlations with transfer: Information given tothe trainees before the training, Similarity between the training and the job, Centrality of thetransfer issues during the training, Expectancy that transfer will lead to a better performance,Expectancy that this increased performance will be rewarded, Motivation to transfer, Self-efficacytoward transfer, and Resources availability. The results also show that the factor Motivation totransfer and Self-efficacy mediate the relation between these variables and transfer. Finally, theyare discussed and integrated into Eccles and Wigfield’s expectancy-value model.– 453 –