Transitions to further education listening to voices of experience.pdf (723.57 kB)
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journal contribution
posted on 2022-01-10, 16:53 authored by Rhiannon PackerRhiannon Packer, Amanda ThomasTransition 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.
History
Published in
Research in Post-Compulsory EducationPublisher
Taylor & FrancisAcceptance Date
2021-02-17Publication Date
2021-05-07Version
- VoR (Version of Record)
Citation
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/10.1080/13596748.2021.1909925Print ISSN
1359-6748Electronic ISSN
1747-5112Cardiff Met Affiliation
- Cardiff School of Sport and Health Sciences
Cardiff Met Authors
Rhiannon PackerCopyright Holder
- © The Authors
Language
- en