NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047611
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0957-5146
Transitions to School: Reframing Professional Relationships
Boyle, Tess; Petriwskyj, Anne
Early Years: An International Journal of Research and Development, v34 n4 p392-404 2014
Systemic splits between pre-compulsory and compulsory early years education impact on transitions to school through discontinuities in children's experience. This paper presents data from a critical participatory action research project about transitions between pre-compulsory and compulsory early education schooling in Australia. The project aim was to investigate how transitions to school might be enhanced by developing deeper professional relationships and shared understandings between teachers from both sectors. Within the communicative space afforded by a professional learning community, the participants engaged in critical conversations about their understandings of transitions practices and conditions, including systemic differences. Data analysis provides a snapshot of changes in teachers' thinking about professional relationships, continuity and factors influencing cross-sectoral professional relationships. Findings suggest that affording opportunities for teachers to re-frame cross-sectoral professional relationships has led to transformative changes to transitions practices, understandings and conditions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia