The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice

Abstract

Although any mainstream thought is subject to theoretical challenges, the challenges to the mainstream cognitive perspective on transfer have had an unfortunate divisive effect. This article takes a pragmatic view that transfer perspectives are simply designed objects (Plomp & Nieveen, 2007), which provide different information for different purposes. Specifically, this paper compares one alternative approach—the actor-oriented transfer perspective—with the mainstream cognitive perspective on transfer, by examining the points of compatibility and tension across 5 dimensions. As a result, a space is opened up to explore 3 issues that are particularly well suited to an actor-oriented transfer approach: (a) how students interpret transfer situations, (b) the socially situated nature of transfer processes in classrooms, and (c) how contextual-sensitivity can play a productive role in the transfer of learning. Exploring the benefits and trade-offs of various approaches allows for greater understanding of the contributions of each perspective to educational research and practice.

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