Pedagogical renewal and school transitions: From primary school to high school

Authors

Abstract

This article explores the educational transition from innovative primary schools, which are characterised by active, global and participatory pedagogical approaches, to conventional secondary schools. Seven innovative schools in Spain were analysed using a qualitative case study design. The results indicate that while the students are not anxious about the change, their families have significant concerns, mainly relating to methodological and curricular continuity. In contrast, their teachers are confident in the social, emotional and self-discipline skills the students develop in their innovative environments, and consider them essential for facing the challenges of the new phase in their education. Tensions are also identified regarding differences in methodologies, curricula and assessments between the two types of schools, which may affect student motivation and well-being. The study highlights the need to continue researching this type of school transition in order to strengthen inclusive and effective educational practices in contexts of educational change.

Keywords

student adjustment, LOMLOE, educational transition, scholar transition, pedagogical renewal

References

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DOI

https://doi.org/10.5565/rev/educar.2375

Published

2025-07-30

How to Cite

Feu, J., Torrent, A., Cufí, P., & Meyerhofer-Parra, R. (2025). Pedagogical renewal and school transitions: From primary school to high school. EDUCAR, 61(2), 381–396. https://doi.org/10.5565/rev/educar.2375

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Copyright (c) 2025 Jordi Feu, Albert Torrent, Pilar Cufí, Rafel Meyerhofer-Parra

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