Conceptualising and theorising primary-secondary transitions

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Abstract

This chapter focuses on conceptualisation and theorisation of primary–secondary transitions and the discourse surrounding them and shares some insights from research on primary–secondary transitions, focusing on what these mean for teacher's learning to teach in a secondary school. It is important for teachers to understand what successful transition means. Historically, most primary–secondary transitions literature has focused on good educational attainment and engagement at school as a sign of successful transitions. The Educational and Life Transitions model can be used to understand what might be happening for a child in relation to academic and daily life transitions. Being mindful of the Multiple and Multi-dimensional Transitions Theory might help teachers and their organisation understand the complexity of transitions and that to effectively support pupils, their significant others should also be supported. Several factors were found to have an impact on pupils’ transition experiences, including relationships with peers and teachers, school environment and curriculum, which can lead to both positive and negative experiences.
Original languageEnglish
Title of host publicationLearning to teach in the secondary school
Subtitle of host publicationA companion to school experience
EditorsSusan Capel, Marilyn Leask, Sarah Younie , Elizabeth Hidson , Julia Lawrence
PublisherRoutledge
Chapter3.4
Pages190-204
Number of pages15
Edition9
ISBN (Print)9781032062297
DOIs
Publication statusPublished - 29 Jul 2022

Keywords

  • Transitions
  • Primary school
  • Secondary school
  • Teachers
  • Student teachers

ASJC Scopus subject areas

  • General Social Sciences

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