Mind the gap! Perceptions of teachers, principals and teacher educators regarding the primary-secondary school transition in Flanders Mieke Goos & Anne Decelle University College Leuven - Limburg ABSTRACT The transition from primary school to secondary school has been a research topic for decades. Yet, so far most attention has been given to students' academic achievement (plunge) during the transition and students' and teachers' perceptions regarding transitionrelated challenges. Little attention has been paid to didactical matters, though the transition from primary school to secondary school also entails didactical differences, not only differences in organization, structure, and social environment. This study aims to (1) assess primary, secondary and tertiary teachers' perceptions regarding didactical aspects impeding the primary-secondary school transition and (2) improve practice via professional learning communities working with didactical materials developed throughout the study. For these purposes, a survey study and an intervention study were and will be carried out. Results of the survey study will be presented, revealing interesting differences in perceptions across teachers from different educational levels.
RESULTS
RESULTS (continued)
Primary-secondary school transition
School reform
Activities currently most often undertaken to ease the P-S school transition information sharing about SEN, talents etc. of students via student document (P + S) information sharing about S school structure and organisation via teacher talks (P) open day (S) information sharing about S school structure and organisation via brochures (P + S) information sharing about S school didactical approach via teacher talks (P) learning skills trainings (P) visits to S schools (P) team discussion regarding SEN-students (S) reception days (S)
Perceptions school reform
Support of specialist teachers in P schools 10 8
6,44
6,47
6
6,15
4
Primary Secondary Tertiary
2 0
Perceptions P-S school transition
CONCLUSIONS
P-S school transition smoothness
INTRODUCTION
100%
Previous (national and international) research Some students transition less smoothly from P to S education than hoped for (e.g., hesitations regarding study choice, academic ‘plunge’). Explanations examined within previous studies: (1) differences in structure, organisation and social environment between P and S schools and (2) SES-influence on study choice.
60%
Primary Secondary Tertiary
40% 20% 0% generally not smooth
Policy context: current school reform in Flanders (P schools are now allowed to hire specialist teachers for the subjects of French, Science and Technology in Grades 5 and 6) Aim of this study: investigating potential didactical differences between P and S schools, leading to transitional difficulties, in the perceptions of Flemish teachers, principals and teacher educators
Main study findings Teachers, principals and teacher educators in our study currently experience the P-S school transition among students as rather smooth. This comes as no surprise as many activities are already being undertaken to ease the P-S school transition among students. In case of difficulties, differences in structure, organisation and didactical approach are most often named. Especially the latter finding is interesting, as important differences in didactical approach seem to exist between P and S school teachers, while activities bridging these differences, currently, indeed, are barely in place.
80%
generally smooth
Reasons for P-S school transition non-smoothness 100%
Suggestions for educational practice and research Practice: start of several professional learning communities of P and S school teachers, bridging the existent didactical gap (intervention study, next phase of the larger study, 2016-2018)
80% 60% 40%
http://pwomindthegap.weebly.com/
20% 0%
METHOD
Lack of information for Limited connection of Limited connection of Limited connection of Differences in P and S Differences in P and S P students P and S learning goals P and S learning goals P and S handbooks structure and didactical approach government educational network organisation
Study design: online survey as part of a larger study
Primary
Primary education
Didactical approach
School reform
Research: survey study upscaling (more respondents, more regions, ...)
Significant differences in general and course-specific didactical approaches between P and S school teachers
Survey questions
Activities (N=33) Perceptions General didactics Didactics French, Geography, History, Science and Technology Perceptions
Tertiary
Didactical approach
Sample: N=158 P school teachers and principals, S school teachers and principals and teacher educators, in the region of our university college
P-S school transition
Secondary
Secondary education
Learning goals Educational values
Teachers
Principals
Teachers
x x x
x x -
x x x
Tertiary education Principals Teacher educators x x x -
Differentiation
Methods x x
x
x
-
Didactics French
x
x
x Didactics GHST
Knowledge of learning goals of government + educational network of other educational level Focus on reading/writing/math + cooperative behaviour + critical thinking + talent awareness Frequency of differentiation based on students’ cognitive skills Amount of different differentiation methods (e.g. mini class, extended learning content, less assignments, peer tutoring, ...) used Frequency of use of assignments Frequency of use of class conversations Frequency of French as language employed Frequency of evaluations Frequency of evaluations
PS P>S PS
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https://www.researchgate.net/project/Mind-the-gap http://www.vakdidactiek.be/Project_Mind_the_gap
