Transitions to further education: listening to voices of experience
Taylor & Francis
MetadataShow full item record
Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner–learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition.
Research in Post-Compulsory Education;
Packer, R. and Thomas, A. (2021) 'Transitions to further education: listening to voices of experience', Research in Post-Compulsory Education, 26(2), pp.212-230. https://doi.org/10.1080/13596748.2021.1909925
Article published in Research in Post-Compulsory Education available open access at https://doi.org/10.1080/13596748.2021.1909925
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
- Education Research 
Showing items related by title, author, subject and abstract.
Transition from Primary to Secondary School and More Able and Talented (MAT) Disadvantaged Pupils: Evidence from South-east Wales Davies, Dan; Davis, Susan; Egan, David; Hodgkin, Kieran (University of Wales, 2018-03-01)In Wales, as in many other education systems, there is an increasing focus on the impact that poverty can have on the educational achievement of disadvantaged pupils. Educational research in this area has included a focus ...
Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students Matheson, Ruth; Sutcliffe, Mark (Taylor and Francis, 2016-09-27)Flexible pedagogies [Ryan and Tilbury 2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students ...
Packer, Rhiannon; Thomas, Amanda; Jones, Catherine; Watkins, Philippa (Taylor and Francis, 2020-08-19)Transition has long been acknowledged to have an impact upon the academic, social and emotional development of learners, which can be long lasting in effect. Using an interpretive methodology, the voices of the three key ...