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European Early Childhood Education Research Journal

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Is continuing training useful for pre-school teachers? Effects of training on pre-school teachers and centers
Pilar Pineda-Herreroa; Esher Belvisa; M. Victoria Morenoa; Xavier cara a Autonomous University of Barcelona, Barcelona, Spain Online publication date: 29 September 2010

To cite this Article Pineda-Herrero, Pilar , Belvis, Esher , Victoria Moreno, M. and car, Xavier(2010) 'Is continuing

training useful for pre-school teachers? Effects of training on pre-school teachers and centers', European Early Childhood Education Research Journal, 18: 3, 407 421 To link to this Article: DOI: 10.1080/1350293X.2010.500081 URL: http://dx.doi.org/10.1080/1350293X.2010.500081

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European Early Childhood Education Research Journal Vol. 18, No. 3, September 2010, 407421

Is continuing training useful for pre-school teachers? Effects of training on pre-school teachers and centers
Pilar Pineda-Herrero*, Esher Belvis, M. Victoria Moreno and Xavier car
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Autonomous University of Barcelona, Barcelona, Spain

European 10.1080/1350293X.2010.500081 RECR_A_500081.sgm 1350-293X Original Taylor 2010 0 3 18 pilar.pineda@uab.es PilarPinada 000002010 & and Article Francis Early Francis (print)/1752-1807 Childhood Education (online)Research Journal

ABSTRACT: Continuing training is important for all professionals, and is especially essential for professionals in education. In this article, we present a study that evaluates the state of continuing training in early childhood education in Spain. The research identifies the impact of training for teachers, for children and for educational centers. Results show that pre-school professionals are satisfied with continuing training and with the transfer of training to their jobs, although there is little evidence of real and effective transfer to the classroom. The final results allow us to draw up proposals to improve the effectiveness of teacher training and the education children receive. RSUM: La formation continue est essentielle pour tous les professionnels et spcialement pour les professionnels de lducation. Dans cet article, nous prsentons une tude qui value la situation de la formation continue dans le secteur de lducation de la petite enfance en Espagne. La recherche identifie limpact de la formation sur les enseignants, sur les enfants et sur structures ducatives. Les rsultats montrent que les professionnels de lducation de la petite enfance sont satisfaits de la formation continue quils ont reue et du transfert de la formation au niveau de leer travail, mme sil y a peu de preuves dun transfert rel et effectif dans les classes. Les rsultats nous permettent de proposer des amliorations pour amliorer lefficacit de la formation des enseignants et lducation que les enfants reoivent. ZUSAMMENFASSUNG: Die vorschulische Erziehung ist eine entscheidende Phase als Zugang zum Bildungssystem und die Grundlage fr die physische, soziale, emotionale und moralische Entwicklung der Kinder bis zu ihrem 6. Lebensjahr. Eine gute vorschulische Erziehung bentigt Fachkrfte mit einer grndlichen und auf den neuesten Stand gebrachten Ausbildung. Dies bedeutet, dass die grundlegende Ausbildung um ein umfassendes und diversifiziertes Angebot an Weiterbildung ergnzt werden muss. In diesem Artikel werden die Ergebnisse einer Studie ber die Qualitt der Weiterbildung von Fachkrften der vorschulischen Erziehung in Spanien vorgestellt. Auf der einen Seite wird der Grad der Einfhrung der Weiterbildung (Kultur, Motivation und Anregungen) im vorschulischen Bereich durch die Fachkrfte und die pdagogischen Einrichtungen beschrieben. Auf der anderen Seite werden die Ergebnisse der Weiterbildung bewertet in Hinsicht auf die Zufriedenheit, den Lernprozess, die pdagogische Anpassung und die Anwendung der Weiterbildung in den Einrichtungen. Die erhaltenen Ergebnisse fhren zu Verbesserungsvorschlgen, die sich an die unterschiedlichen Akteure in der Weiterbildung der pdagogischen Lehrkrfte wenden.

*Email: pilar.pineda@uab.es
ISSN 1350-293X print/ISSN 1752-1807 online 2010 EECERA DOI: 10.1080/1350293X.2010.500081 http://www.informaworld.com

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RESUMEN: La formacin continua es esencial para todos los profesionales, y especialmente para los profesionales de la educacin. En este artculo presentamos un estudio que evala la situacin de la formacin continua en el sector de la educacin infantil en Espaa. La investigacin identifica la incidencia de la formacin en los profesores, en los centros educativos y en los aulas. Los resultados muestran que los profesionales de educacin infantil estn satisfechos con la formacin que han realizado y con la transferencia a sus puestos de trabajo, aunque hay pocas evidencias de una transferencia real y efectiva a las aulas. Los resultados nos permiten plantear propuestas de mejora para optimizar la eficacia de la formacin del profesorado y el efecto de esta en la educacin que los nios y nias reciben.

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Keywords: early childhood education; pre-school teachers; continuing training; training results; transfer of training

Introduction A general understanding exists that early childhood education is fundamental for peoples future development on both personal and professional levels (Moll 1988, 15; Delors 1996; Lebrero 2008, 26). Because early childhood education requires wellprepared individuals, educational professionals must complete initial training. Additionally, every good professional needs to be updated to respond properly to the changing challenges of his or her profession, and continuing training plays an important role (Kirkwood 2006). Our desire to analyze continuing training of pre-school professionals and to determine if it improves the education received by children between the ages of 0 and 6, has led to the research: Evaluation of continuing training quality on the pre-school education sector, sponsored by the Fundacin Tripartita para la Formacin en el Empleo (Tripartite Foundation for Job Training FTFE). Few assessments of teachers continuing professional development are available (Flecknoe 2002, 120). Within the Spanish context, one of the most recognized studies about pre-school teacher training and development is Biscarris (1993) study, which investigated the link between motivation and teachers professional behaviors. Other researchers have also explored teacher training needs and motivations for training (Colen and Defis 1997; Martnez and Sauleda 2004; Albertn and Zufiarre 2005), although their approach was not focused in evaluating training. Moreover, researchers who have specifically analyzed continuing teacher training outcomes find that there are few reports of specific gains in classroom skills as a result of training (Cope and Inglis 1992, 307). Our study aims to make a deep contribution to the field by evaluating the state of continuing training on pre-school education. We focus primarily on two dimensions. First, we look at the degree to which continuing training is utilized within the sector, specifically focusing on the culture, motivation and initiatives taken for pre-school professionals. Second, we examine the effect of training on teachers and centers by analyzing satisfaction, learning, pedagogical coherence of training and transfer of training to jobs. The study was implemented in four Spanish autonomous communities: Andalusia, Aragon, Catalonia and Navarra. These communities were selected with the following criteria: their socio-political singularities, their innovating models of pre-school continuing training and their size. The research was conducted from January to September 2006. We hereby present the results and answers of the main research questions of the study: Is continuing training useful for pre-school teachers? Do they apply their

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learning to classrooms? Does continuing training improve the education children receive? Other studies (Nijman et al. 2006; Kirkpatrick 2005; Chen, Holton, and Bates 2005; Early et al. 2004) show that the transfer of training requires that certain conditions be met, such as the support of colleagues, the motivation and supervision of management, and the implementation of monitors of training systems. Here we identify the role these elements play in the transfer of continuing training of pre-school teachers. These results allow us to make conclusions about the usefulness and efficiency of continuing training in this sector.
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Methodology The methodological approach used is integrative, employing both quantitative and qualitative methods. The use of different techniques and sources allows the triangulation of data, providing results with higher objectivity and validity. The procedures used are as follows: (a) Analysis of documents: We undertake a detailed analysis of the state of continuing training in pre-school education, looking over the existing documentation and collecting the opinion of experts on the subject. As a result, objectives and study dimensions are determined, autonomous communities are selected, and the population and the sample are established. (b) Design of the evaluation plan: This process details the analysis dimensions, the variables of each dimension, the indicators and measures of each variable, the analysis criteria and the tools with which the information was collected. Table 1 shows the identified objects, objectives and analysis dimensions; these elements are identified using different strategies: the analysis of the state of the arts on pre-school teachers training, the interview of the main national experts on this topic, and the revision by the experts of FTFE. The object of primary interest in this study, Results of the training, is highlighted in this chart. (c) Instrument design and techniques: The quantitative tools are two types of surveys, one applied to professionals of pre-school education, and the other to managers of the educational centers. Surveys were validated through the experts technique. The qualitative tools are interviews and forums. We gathered information about different aspects of continuing training within the pre-school education sector from a number of sources, including experts of different institutions, representatives of the organizations that supply training, and directors of the educational centers. The following three types of interviews were designed: In-depth interviews of key agents such as educational administrators and delegates from trade unions. Semi-structured interviews of managers of both the public and private educational centers. Semi-structured interviews of directors of organizations that supply preschool education training, focusing on those within the most relevant training centers for teaching staff from each autonomous community. The technique of forums allowed teachers and other educators to present their points of view regarding different aspects of continuing training at the pre-school education sector.

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Table 1. Objects

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Objects and dimensions of the study. Objectives A.1. To analyse the continuing training offer at the preschool education sector: supplying organizations, structures, agents and actions that promote the professionals participation A.2. To analyse the financing of continuing training at the preschool education sector: type and sources of financing. A.3. To describe the scope of continuing training at the preschool education sector: volume of workers who participate, their characteristics and profiles. A.4. To identify the image and the culture of continuing training at the sector. A.5. To analyse both the factors that motivate and the ones that hinder the achievement of training actions and the participation of professionals. Dimensions A.1.1. Supply

A. General situation of continuing training

A.2.1. Financing

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A.3.1. Scope

A.4.1. Culture A.5.1. Motivating factors A.5.2. Hindering factors

B. Characteristics of training

B.1. To describe the training undertaken by the professionals of the sector: Type of training, contents, methods and resources. B.2. To analyse the training evaluation practices at the supplying organizations on the preschool education sector.

B.1.1. B.1.2. B.1.3. B.1.4.

Type of training Contents of training Methods Pedagogical resources

B.2.1. Evaluation systems

C. Results of training

C.1. To evaluate the results of the undertaken training, considering satisfaction, learning, pedagogical coherence and transfer.

C.1.1. Workers satisfaction C.1.2. Achieved learning C.1.3. Pedagogical coherence C.1.4. Transfer C.2.1. Impact

C.2. To value the impact of training at the career of the preschool education workers.

Table 2 shows the variables and the data collection tools used with each subgroup involved in the study. (a) Sample and application of the instruments The intended population of our study is all of the teachers in the four autonomous communities who have utilized continuing training during the last three years.

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Table 2. Indicators Sufficiency Teachers survey Directors survey Interview Foro

Variables and data collecting tools.

Dimensions

Variables

C.1.1. Teacher satisfaction

Objectives

Contents

Methodology

Type of training

Trainer

Sufficiency Sufficiency Sufficiency Sufficiency

Training development

Resources

Evaluation

Knowledge Skills Attitudes Theory Practice Lectures Practical activities Face to face On-line Knowledge Expertise Group skills Dates Time Materials Spaces System Tools Sufficiency Sufficiency Sufficiency

C.1.2. Learning

Level of learning

Type of learning

Low High Knowledge Skills Attitudes

Adequacy Adequacy Adequacy Adequacy

Adequacy Adequacy

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C.1.3. Pedagogical coherence Objectives Methodology Resources Objectives Methodology Resources

Design

Training development

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Table 2. Indicators Skills transferred Tasks transferred Frequency Durability Efficacy Efficiency Efficacy Efficiency Efficacy Efficiency Teachers survey Directors survey Interview Foro Efficacy Efficiency

(Continued).

412

Dimensions

Variables

C.1.4. Transfer

Transfer to the work place

C.2.1. Incidence

Personal level

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Educational centre

Adequacy Sufficiency Adequacy Sufficiency Adequacy Sufficiency Adequacy Sufficiency

Adequacy Sufficiency Adequacy Sufficiency

Adequacy Sufficiency Adequacy Sufficiency Adequacy Sufficiency

Labour market

Personal development Cultural enrichment Social relations Professional skills Innovations Promotions Relations with colleagues Employability Labour mobility

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Therefore, the sample of the quantitative data was constructed over three fundamental strata: autonomous community (Andalusia, Aragon, Catalonia and Navarra), financing of educational centers (government-sponsored or private), and teaching cycles. The sample was chosen from the multiple pre-school education centers in each community. Due to the size differences between communities, a biphasic sampling was conducted: we first conducted a continuous stratified sampling with a minimum of 100 centers for each autonomous community, and then we utilized a proportional stratified sampling technique until we reached the total sample of 1500 pre-school education centers. We obtained 1000 surveys from professionals and 500 from directors of pre-school education centers. For the qualitative data sample, we applied an equal distribution of the techniques among the communities, obtaining 35 semi-structured interviews, 15 in-depth interviews, and 10 discussion forums with 6 to 10 participants each. (b) Results interpretation The quantitative data were processed using the Statistical Program for Social Sciences (SPSS), with a separate database for each of the two types of surveys. The analyses undertaken for those data are:

Descriptive and frequency analyses of the different variables, which allow deeper understanding of trends and help to inform the hypotheses. Correlation analysis, using Pearsons Chi Square test, to show the relationships between the independent variables of the study (autonomous communities, financing of centers, education cycle and center location). Contrast analysis, using students t and Anova tests on one factor, provides comparisons of the characteristics of the centers using the four main independent variables; we also compare the applicability and impact of training (dependent variables) of the continuing training strategies used at the centers and the initiatives to supply the training (independent variables).

The analysis of the qualitative data related to the interviews was processed by means of the Atlas-Ti program. Results of continuing training for teaching staff and educational centers The training of teachers in early childhood education in Spain is decentralized and is managed by the autonomous communities. In the four communities studied, the training of teachers presents a very similar characteristic related to institutions that offer training and the way they organize it. Overall, there is a network of public centers with pedagogical resources available to the teachers. Training programs are also offered by professional associations and teacher unions. In Catalonia, the universities are very active in this type of training. The face-to-face training is developed through courses, seminars, work groups, conferences/meetings and study licensing. The virtual and distance learning methods are still rarely available and utilized in the four autonomous communities analyzed, and only in Andalusia is there a virtual network to support service teachers. The evaluation includes all types of training for pre-school education teachers, which is generally provided by state-owned institutions. The descriptive results show

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that 74% of the teachers undertake non-formal training, and the remaining 26% engage in formal training to obtain graduate or postgraduate titles. Coursework used by teachers includes the following: foreign languages, infant psychology, psycomotricity, teaching updating, attention to diversity, quality process, new technologies, nutrition and dietetics, didactical methodologies, and human resources management. Over half (56%) of the training takes place outside the educational centers, while the rest (44%) is internal. Because most teachers (81.5%) use face-to-face training, we primarily evaluate that method. Here we present the results of these two research objectives:
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Evaluate the results of the training undertaken by pre-school education teachers, analyzing the levels of satisfaction, learning, pedagogical coherence and transfer. Determine the impact of training at the professional level.

Satisfaction with training For our purpose, we define satisfaction as educational professionals general perceptions of the adequacy of the completed training. The contents of training that are most appreciated by pre-school teachers are teaching updating and didactical methodologies, both with scores of approximately 3.5, followed by new technologies, psychomotricity and attention to diversity, with scores of about three for all variables. All scores were set on a scale from one to five. Training in language, nutrition and dietetics, and human resources management was viewed as less valuable; each of these categories received scores of less than two points. In relation to training methodology pre-school teachers highly value the active and demonstrative methods (3.44 and 3.36 respectively). Expositive methods were also valued but with lower scores (3.06). With regard to modality, teachers prefer traditional classroom training to virtual (3.74 versus 2.56 respectively). As for the trainer and the development conditions of the training, in general, preschool teachers show satisfaction with their trainers, giving them a high score of 3.56. They are also satisfied with the training timetables, which received a score of almost three points. It is important to note that teachers are more satisfied with printed materials than with digital ones (a difference of about 0.5 points), a result that is in concordance with their preference for traditional classroom training. Learning achieved and pedagogical coherence of training Learning refers to the knowledge, abilities and attitudes changed by the participants as result of training (Kirkpatrick 2005). We describe the opinion of the educational staff about the sufficiency of learning, as well as the vision about that subject from the directors of the centers. Because the learning results are based on peoples perceptions at a given time, the distinctions between teachers and directors opinions give us contrasted information about learning; we will have the same situation later on when we evaluate transfer. Both groups value the sufficiency of learning, both in global volume and learning typologies, even though they exhibit slight differences (see Figure 1). Teachers score higher on the general acquisition of learning than do directive staff, and attitude learning is slightly better valued (3.52) than are knowledge and

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Figure 1.

Level of learning reached.

abilities. Nevertheless, differences are minimal, so we can affirm that both groups believe that learning acquisition from continuing training was adequate. By pedagogical coherence, we mean the adequacy and coherence of the design of training and of its implementation or practical setting in training sessions (Pineda 2002). In general, teachers consider the design of training to be adequate (3.37), and that its implementation is correct (3.41). These results are coherent with previous examples such as satisfaction with the training, methods, resources, and trainer, which each score around three points.
Figure 1. Level of learning reached.

Transfer of learning to job position By transfer, we mean the level of application of achieved learning to the job (Chen, Holton, and Bates 2005; Jhpiego Corp 2002). We hereby collect the obtained results on transfer generated by training and on its valuation by participants, directive staff and experts. As seen in the surveys (Figure 2), both directive and teaching staffs suggest that the application of training to the job position is high (scores around 3.5 ). The most applicable training subjects are infant psychology, psycomotricity, quality process,

Figure 2.

Scores on continuing training incidence.

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and new technologies. These areas also provide the best responses to teacher training needs, which explains why the transfer is higher than in other training contents. Results show that transfer to the work place is higher for internal training than for external training, although both serve as satisfactory solutions to teachers training needs. Taking into account the results obtained on achieved learning, we can affirm that training undertaken by pre-school teachers is in fact effective, since it answers training needs and generates learning which is further applied to the job, generating the expected improvements in educational centers. In relation to the degree of applicability of the training, we considered the hypothesis that there exist differences between categories of the main independent variables of the study. Independent variables are autonomous communities, education cycles, financing of the centers, and location of centers. The statistical tests (see Table 3) show that, for the group of managers, significant differences exist for the applicability of training depending on the financing of the centers. Thus, the private schools value with a significantly higher score (3.68) the degree of applicability of training than do public schools (3.24). No significant differences related to the other independent variables are shown for the management group. For the teaching staff group, no significant differences related to independent variables were found, which shows that their opinion on the applicability of training is different from the directive staffs. Contrary to the managers responses, teachers say that financing of the center does not affect the degree of applicability of training. Those interviewed agree that continuing training provided to pre-school teaching staff is put into practice and is transferred into the classrooms. In fact, they stated that pre-school training generates more transfer than primary training, since it is more practical and professionals are more motivated. This result coincides with previous studies about transfer of training (Lim and Johnson 2002). The description of adjustment of continuing training to the real problems faced by pre-school educators provides a method for understanding the possibilities of transfer of currently offered continuing training. Interviews of experts, and of directors/ managers of educational centers and organizations that supply the training, suggest a very positive impact of continuing training to the real situations faced by the different autonomous communities. Experts state that pre-school teaching staff members have the chance to utilize training strongly linked to their job position and highly applicable to the classroom and to the education of children. Directive staff members argue that, in general, contents of training are useful and can be applied to the classroom. Training transfer monitoring involves a type of long-term and different evaluation in order to find evidence of the application of training in educational centers. Because
Figure 2. Scores on continuing training incidence.

Table 3. Results of statistical tests on degree of training applicability and independent variables of the study. AA.CC. Management staff Test Signif. 0,506 Signif. 0,043 Educative cycles Test Anova Test Anova Signif. 0,419 Signif. 0,361 Financing Test T Test T Signif. 0,000 Signif. 0,259 Location Test T Test T Signif. 0,222 Signif. 0,103

Degree of applicability Anova Educative Staff Test

AA.CC. Degree of applicability Anova

Educative Cycles

Financing

Location

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that evaluation is not commonly undertaken, the transfer is often placed entirely in the professionals hands and is reduced to subjective interpretations. Impact of training on professionals careers Results refer to four types of impacts of training: those at a personal level; those on professional practice at the educational center; those on broadening working opportunities; and those on the improvement of education directed to children. The results come from teachers and directors perceptions of the results of training, which give us different perspectives on training impact. Pre-school teaching staff believes that continuing training has a strong effect on their personal development (almost 3.6) and on their cultural enrichment (3.44). The impact of training is also evident, to a lesser degree (3.09), in the improvement of teachers social relations. Both teachers and directors consider the improvement of professional practice (3.5 and 3.37 respectively) and the introduction of innovations (3.22) to be the main impacts of continuing training on the educational center. Another factor in which training has an effect is in the improvement of relations between teachers and directors (around 2.6). Training has little impact, however, on the permanence of a position at the educational center and on promotions within the field of education; this can be explained because, in the educational sector, and especially at government-funded centers, promotion and professional stability are guided by other criteria. Analyzing the responses of the two samples, teachers and directors, we observe that scores are very similar, with variations of a few tenths. In all categories showing differences, directors report lower scores. Permanence at the educational center is the only variable where a marked difference is noticed, and directors report scores 0.5 points lower than do teachers. This can be explained by the fact that, from their job management position, they do not consider training to have much influence on the permanence at the center; rather, for them, other factors better explain permanence. Following its main objectives and the results of other studies (Egan, Yang, and Bartlett 2004 ), this research has deepened the analysis of the applicability and the incidence of permanent training, using as key variables the different strategies related to training politics within the centers. Thus, our hypothesis is that those centers that make use of their own strategies of training policies will experience a greater degree of applicability in continuing training, and higher levels of training impact within the center. The management staff showed significant differences in the use of the various strategies, related to the incidence at the center, to the improvement of relations, and to the introduction of innovations. For the teaching staff, the differences were detected based on the use of training planning strategies related to the degree of applicability, to the improvement of professional practice and relations with colleagues, to the introduction of innovations, and to promotions in the workplace. Results can be seen in Table 4. Results show that training planning increases the effect of training on improving relationships between colleagues. Centers utilizing training planning techniques show a significantly larger effect of continuing training on the improvement of relations (2.76) than do centers that do not have them (2.21). This result is linked to the fact that training planning probably stems from a more tightly knit working environment at the center and a certain level of organizational development. Both factors promote the

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Table 4. Results of statistical tests on applicability and incidence of training and training politics of the center. Needs identification Management staff Degree of applicability Improvement of professional practice Permanence in the educative center Improvement of colleagues relations Introduction of innovations Work promotions Training planning Incentives Evaluation of training

Test Signif. Test Signif. Test Signif. Test Signif. T T T T T 0,819 0,575 0,791 0,401 T T T T T 0,101 0,078 0,094 0,001 0,061 T T T T T 0,982 0,457 0,304 0,461 0,268 T T T T T T 0,454 0,584 0,688 0,096 0,019 0,711

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Needs identification Educative staff Degree of applicability Improvement of professional practice Permanence in the educative center Improvement of colleagues relations Introduction of innovations Work promotions Response to needs

Training planning

Incentives

Evaluation of training

Test Signif. Test Signif. Test Signif. Test Signif. T T T T T T 0,251 0,019 0,225 0,010 0,207 T T T T T T 0,139 0,119 0,062 0,000 0,032 0,070 T T T T T 0,469 0,453 0,383 0,601 0,042 T T T T T T 0,008 0,034 0,959 0,283 0,007 0,907

appreciation of the training at the center and, as a result, have a positive effect on relationships between colleagues. Teachers believe that, in centers which utilize training planning, continuing training has more influence on the introduction of innovations (3.29) than in centers without planning (3.10). Both variable differences on that respect are significant (p-value of 0.032). The improvement of professional practice presents significant differences for the teachers group between the centers that carry out a previous identification of needs and those that do not. Thus, the centers that carry it out consider that it has a higher incidence on the improvement of the professional practice (3.56 ) than centers that do not do so (3.39). In the same way, the centers that identify needs highly consider that continuing training has an incidence on the introduction of innovations (3.30) than the centers that do not do so (3.09), the differences being significant. On the teachers group, the evaluation of training shows significant differences between the centers that use this strategy and those that do not, on behalf of the degree of applicability of continuing training. In the centers where training is evaluated, teachers selected higher scores for the degree to which continuing training has been applied (3.84) than in the centers where training is not evaluated (3.52). Taking into account that factor, it is consistent to observe significant differences between the improvement of professional practice in centers where training is evaluated (3.77) and those in which it is not (3.48), (low p-value of 0.034). Similarly, this tendency is also seen for both groups for the variable introduction of innovations. Centers that evaluate training indicate that continuing training has a higher effect on the introduction of innovations within the center (3.61) than those that do not use this strategy (3.20).

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Results show differences between teachers and director managers perceptions of the impact that the use of strategies has on the applicability and incidence of training at the educational center. Teachers seem to detect more impact factors, which implies, as seen throughout the study, that educational staff members usually display a more critical and a more adjusted vision of continuing training and its impact at the educational centers. Interviews also provide interesting results related to the effects of training at the educational centers. All interviewed experts emphasize the need for a continuing training program that improves teachers and educational staff members practices within the center. One of the most notable aspects is the importance of teamwork to improve the practice at the educational center. This idea is based upon the belief that continuing training has a true effect only if it influences the development of a common project followed by all the educational personnel. Some experts opinions reflect the idea that individual training generates no benefit to the whole system. Educational centers where only some members of the teaching staff can participate in continuing training use as a strategy the creation of spaces to share; with this method, the teachers who have completed training share their newly acquired knowledge with the rest of the staff. This is one way to make profitable the received training and to broaden the chances to improve the practice of all the teachers of the center. Another strategy used for the training to have an increased impact on educational practices is to concentrate the continuing training on a specific period of the academic year. The center, according to its own dynamics, chooses the ideal period to obtain the most effective results. In general, there was a consensus that training of teams generates a higher effect and that it increases if training is done by cycles; this illustrates a clear effect of positive contamination on the rest of professionals. The third studied field of impact is the labour market. Pre-school teachers believe that continuing training does not affect their position within the workforce since it neither increases their possibilities to get hired nor facilitates their work mobility; both factors scored 1.2 out of 5. This is an unexpected result, since in all other sectors, continuing training has a clear effect on the improvement of peoples chances within the labour market. To develop a deeper understanding of that dimension, we conducted several crossings with the independent variables. Results of the tests show significant differences for the influence on labour market beliefs in relation to financing of the centers and educational cycles. For professionals in private centers, continuing training has more implications for their job situations since it seems to broaden their chances of employment. This is directly connected with the variation in types of contracts offered at each type of center. The majority of those interviewed believe that the effect of training on increased job opportunities is relative, and in some cases, does not have enough weight as an incentive for training. This is partially because workers of educational centers are government employees so they do not worry about job changes. Another possibility is that many workers belong to an older age group and may be close to retirement. Experts assert that, in general, undergoing training facilitates a job position since it allows the access to vacancies in public administration, and it improves the employment opportunities within the private sector. Nevertheless, once the job position is attained, it does not have much influence on job changes or advancements within the field.

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The last area of impact of continuing training is the improvement of the education received by children. In general, interviewed agents say that children benefit from continuing training in many aspects, but only if training responds to specific needs. The discussion forums produced a unanimous agreement on the effect that continuing training has on the education received by children. All participants say that training improves the quality of professional practice in the classrooms and directly benefits children during a very important stage of their development. Conclusions Pre-school professionals show a high level of satisfaction with continuing training, especially with training for innovation. The most valued contents of training were teaching strategies and didactical methodologies. The most highly valued training approaches were the active and demonstrative methods. These results correspond with the teachers request for a practical training, far from very theoretical approaches and those difficult to transfer to daily work. They place more value on traditional classroom than on virtual training, and they more frequently use the former. Pre-school professionals value positively the degrees of learning, pedagogical coherence, and transfer of continuing training within the sector. We can conclude that continuing training reaches its objectives and is adequate from a pedagogical point of view. Professionals assert that they constantly transfer learning and acquired competencies with the help of continuing training; during the interviews, however, respondents did not give examples of transferred learning, provided vague and unspecific answers, and usually did not know the frequency of transfer. There exist doubts about how training is transferred to the classroom. This indicates that the results on transfer are more of an ideal than a reality; teachers and managers want to believe that training generates transfer but, because its details are unknown, we believe that transfer is minimal. Neither transfer monitoring mechanisms nor mechanisms to obtain evidence exist, and to a large extent, what it is really transferred depends upon the individual will of each professional. Strategies related to training planning increase the applicability of continuing training. We observe that in the centers where strategies, such as detection of training needs, design of a training program and evaluation, are used, training is more applicable to the job, the professional practice improves, more innovations are done and relationships with colleagues are more positive. At the same time, the training undertaken by teachers themselves has a higher impact on the applicability, responds better to needs and generates improvements in the job position. This result, which links the teachers initiative for training with a higher efficiency, shows a lacking situation: the absence at the center of a culture that potentiates the development of its professionals and that sees the training as a strategy to achieve the common objectives. Results on its effects show that, at a personal level, training is adequate, while qualitative results indicate that impact at a professional level is insufficient. These two types of incidences should be balanced, since a risk exists on training becoming inefficient for the educational centers and their employees. Running parallel, we observe that the impact of training within educational centers can be improved. Centers use different strategies to increase the effect of training, including sharing the information obtained in training and concentrating training at an ideal period of the year for the center. It is clearly indicated that the most effective training is that completed by teams and that completed using educational cycles.

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In opposition to other sectors, pre-school continuing training has little effect on the labour market, which refers to employment opportunities and working mobility of professionals, although the level of effect varies depending on the financing of the centers. For professionals in public schools, the impact of training is minimal and only has an influence for receiving economical incentives and for overcoming open competition. For professionals in private centers, continuing training has a higher effect, increasing both employment opportunities and promotions. All professionals within the sector agree that continuing training has a positive effect on childrens education, both directly through professional intervention and indirectly by improving the working climate and by increasing the predisposition to make innovations at the centers. We hope that the results of the present research will allow for the improvement of continuing training of pre-school professionals, increasing their contribution to the optimization of the education received by children during one of the most important life stages: early childhood. References
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