Educational Continuity: Collaboration among Educators in Preschools, Primary Schools, and After-School Centers

Autor/inn/en	Einarsdottir, Johanna; Sigurdardottir, Ingibjorg
Titel	Educational Continuity: Collaboration among Educators in Preschools, Primary Schools, and After-School Centers
Quelle	(2022), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Teachers; Elementary School Teachers; After School Programs; Educational Cooperation; Teacher Attitudes; Developmental Continuity; Immigrants; Barriers + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Education; cooperation; Kooperation; Lehrerverhalten; Entwicklungsprozess; Immigrant; Immigrantin; Immigranten
Abstract	The aim of the study was to shed light on preschool teachers', primary school teachers', and after-school practitioners' views on and experiences with collaboration among these three parties. With reference to Boyle and colleagues' (2018) conceptualization of transition as a continuity practice, individual and group interviews were conducted for data collection. Among the findings, participants' experiences with collaboration had primarily focused on developmental continuity in academic domains, with structural continuity being the primary challenge. Those findings suggest that continuity of context and development can be promoted with increased collaboration and knowledge of the strengths and specializations of other professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01