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ERIC Number: EJ1062425
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1941-5257
Teacher Transition between Year Levels in Primary Schools: An Opportunity for Continuing Professional Development
Carlyon, Tracey
Professional Development in Education, v41 n3 p563-578 2015
Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers all experienced CPD and identified that transition between year levels improved their teaching practice and knowledge of The New Zealand Curriculum. In general, the teachers felt they benefitted from their transition in terms of gaining a broader understanding of their schools, respect from their peers and career advancement. Two important factors that emerged from the study as having a significant influence on teacher transition were: the role of mentors, and school culture and leadership. The article concludes that because transition between year levels seems to provide a variety of opportunities for teachers' positive CPD, this practice could be more widely acknowledged and promoted.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand