Teacher Understandings of Orientation and Transition Programs ...

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  • Title: Teacher Understandings of Orientation and Transition Programs from Action Research in Five Schools
  • Author(s): Tess Boyle, Susan Grieshaber
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Pedagogy and Curriculum
  • Keywords: Transition to School, Action Research, Continuity of Pedagogy
  • Volume: 19
  • Issue: 3
  • Year: 2013
  • ISSN: 2327-7963 (Print)
  • ISSN: 2327-9133 (Online)
  • DOI: https://doi.org/10.18848/2327-7963/CGP/v19i03/48908
  • Citation: Boyle, Tess, and Susan Grieshaber. 2013. "Teacher Understandings of Orientation and Transition Programs from Action Research in Five Schools." The International Journal of Pedagogy and Curriculum 19 (3): 15-27. doi:10.18848/2327-7963/CGP/v19i03/48908.
  • Extent: 13 pages

Abstract

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.