Transitioning from practitioner to professor - A conceptualised learning transfer framework

This article proposes a theoretical model to explain and understand the process of how learnings acquired from the experience of working professionals are transferred to students when these working professionals take up teaching. By identifying the various factors that necessitate the learning transfer process in such practitioner-professors, this paper informs ways and means to provide a more effective teacher training so that continuing professional development can be brought about. This article aims to fill the gap in literature on dual professionals with recommendations for training and post-training actions to facilitate the learning transfer from these practitioner-professors to the students. There is a huge gap in the available literature on the perspectives of practitioners-turned professors, on their identity development and recognition as dual professionals. Vocational teachers who come into teaching during post-school phase of education, while well established in their professional or vocational area but the process in which they move from one occupation to another, and develop (or fail to develop) new identities as teachers is complex and not well understood. Several studies show that beliefs and perceptions are critical for a teacher's success in any teacher training programme and eventual success at work Therefore, the work engagement depends highly on their interpretations of the role and responsibilities that entails a practitioner-turned-professor. This article proposes a conceptualised Learning Transfer Framework to describe the process of identity enhancement among practitioner- professors as teachers. This framework may be a valuable tool in the design of training programmes for practitioner- professors in their transition into the teaching profession.