Teacher understandings of orientation and transition programs from action research in five schools

Boyle, Tess & Grieshaber, Susan (2013) Teacher understandings of orientation and transition programs from action research in five schools. International Journal of Pedagogy and Curriculum, 19(3), pp. 15-27.

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Discontinuity between prior-to-school and school sectors in Australia reflects an historical, philosophical and pedagogical schism. This is most evident as children transition from one sector to the other. However, contemporary international research, alongside an intensive focus on policy and practice in early years education has challenged many of the taken-for-granted assumptions that perpetuate this rift. Drawing on data collected in a recent action research project, we present evidence of how a group of primary school kindergarten teachers define differences between orientation and transition programs, understand the importance of transition and how they position themselves in this process. The absence of Australian policy mandating and guiding the work of teachers across sectors is a significant factor perpetuating discontinuity in transition practices between prior–to-school and school sectors.

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ID Code: 70525
Item Type: Journal Article
Refereed: Yes
Keywords: Transition to School, Action Research, Continuity of Pedagogy
ISSN: 2327-9133
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Deposited On: 27 Apr 2014 23:54
Last Modified: 28 Apr 2014 21:12

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