This article focusses on the conceptualization and theoretical framing of transitions research. Some new concepts, such as Multiple and Multi-dimensional Transitions Habits of Mind, Multiple and Multi-dimensional Transitions Habits of Heart, Multiple and Multi-dimensional Transitions Growth Mindset and the XII Pillars of Multiple and Multi-dimensional Transitions have been introduced and provide an insight into how successful transitions can be facilitated. It highlights the dearth of literature that clearly conceptualizes and theorizes transitions, especially in the discipline of education. Using research evidence, it provides a holistic and comprehensive definition of transitions, and debates the concept of successful transitions. The article also focusses on theories used in transitions research that have been borrowed from other disciplines and then proceeds to highlight the theories that we have developed in the context of transitions. They are Social Network-Affective, Behavior and Cognition (SN-ABC), Educational and Life Transitions (ELT), Multiple and Multi-dimensional Transitions (MMT) Theory, a Transition-To-Trained-Doctor (T3D) Model. These transitions theories have been derived from, and tested across, a range of educational stages, sectors and contexts including, primary and secondary schools, university and continuing professional development. Finally, it presents the XII pillars of successful Multiple and Multi-dimensional Transitions as a new framework that can be used to facilitate successful transitions. The aim of this article is to start a debate and discussion about transitions so that we can change the discourse about transitions and improve transitions research, policy and practice.
|Title of host publication||International Encyclopedia of Education (Fourth Edition)|
|Editors||Robert J Tierney, Fazal Rizvi, Kadriye Erkican|
|Number of pages||14|
|Publication status||Published - 2023|