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Teacher transition between year levels: An argument for professional learning

Author(s): 
Tracey Carlyon and Garry Falloon

All teachers require professional learning throughout their careers to ensure they are effective practitioners. This article reports on outcomes from a doctoral study that explored the impact of teachers transitioning between primary school year levels. The findings suggest that transition can have a significant impact on teachers’ professional learning and growth. Transition provided an opportunity for teachers to strengthen their practice and pedagogy. However, while it is common for teachers to move within their school to teach at different levels, this is often done for organisational reasons. The findings highlight that teachers don’t always perceive transition as an opportunity, and that school leaders could provide more learning and organisational supports to maximise its potential.

Journal issue: 
Start page: 
23

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