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Teacher understandings of orientation and transition programs from action research in five schools
The International Journal of Pedagogy and Curriculum
  • Tess Boyle, Southern Cross University
  • Susan Grieshaber, Hong Kong Institute of Education
Document Type
Article
Publication Date
1-1-2013
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.
Disciplines
Citation Information

Boyle, T & Grieshaber, S 2013, 'Teacher understandings of orientation and transition programs from action research in five schools', The International Journal of Pedagogy and Curriculum, vol. 19, no. 3, pp. 15-27.