Transición a la Educación Secundaria Obligatoria: el impacto de los enfoques pedagógicos en la experiencia del alumnado

Iulia Mancila; Marcos Alfonso Payá-Gómez; Lourdes Aranda; Eugenia Fernández Martín

doi:10.5565/rev/educar.2326

Transition to compulsory secondary school: The impact of pedagogical models on the lived experience of pupils

Authors

Iulia Mancila University of Malaga
Marcos Alfonso Payá-Gómez University of Seville https://orcid.org/0000-0003-3428-784X
Lourdes Aranda Universidad de Málaga https://orcid.org/0000-0002-6605-8454
Eugenia Fernández Martín Universidad de Málaga

PDF (ES)

Abstract

This paper aims to explore the experiences of school transition processes from the students’ perspective, and to analyse the effects of educational models, whether “traditional” or “innovative”, on curricular continuity, consistency and progression between educational phases. A qualitative methodology is used, consisting of a multiple case study involving Year Six students from two feeder primary schools and Year Seven and Eight students at their two respective secondary schools. The results show that experiences of school transition in the first and second years of secondary school differ notably depending on the principal teaching methodologies used, assessment processes, and the perception of socio-emotional support from teachers. In conclusion, it notes that, among other factors, innovative educational models in secondary education can positively influence the transition process and offer educational improvements to prevent disruption to the students’ learning. The study is confined to schools in Andalusia and to the perspective of the students themselves. For this reason, future research could incorporate the perspectives of teachers and families, analyse other contexts, and evaluate medium-term academic trajectories across educational models.

Keywords

transición escolar, innovación educativa, investigación cualitativa, educación secundaria, modelos didácticos

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Author Biographies

Iulia Mancila, University of Malaga

She holds a PhD in Education from the University of Malaga and is a professor in the Department of Didactics and School Organization, University of Malaga, teaching in the Degree in Social Education, Double Degree in Primary and English Studies and Interuniversity Master in Culture of Peace, Conflicts, Education and Human Rights. She has participated in several national and international research projects on topics related to inclusion-exclusion processes and the vulnerable population, critical approaches to education, teacher training, diversity studies and qualitative and participatory methodology and has been PI of the R+D&I Project financed by the Ministry of Science and Innovation of Spain: Transitions from primary to compulsory secondary education (2019-2024). She is a member of the research group HUM 246: Culture of Diversity and School, and member of the Research Institute in Training of Education Professionals of the University of Malaga – IFE. Email: imancil@uma.es

Marcos Alfonso Payá-Gómez, University of Seville

Marcos Alfonso Payá Gómez has a degree in Pedagogy, a Master's Degree in Educational Innovation Policies and Practices and a PhD in Education and Social Communication from the University of Malaga (Spain). He currently works as a University Substitute Professor (PSU) in the Department of Didactics of Experimental and Social Sciences at the University of Seville. Later he worked as a Substitute Professor in the Department of Pedagogy at the University of Jaén (Spain). He is a member of the Research Group Culture of Diversity and School (HUM-246), the University Institute for Research in Training of Education Professionals (IFE) and the University Network for Pedagogical Renewal. His research interests focus on the relationship between policy, curriculum and school education in the context of public schools. He has participated as a reviewer of research articles (peer-review) in specialized scientific journals, as a speaker at international and national conferences in the field of educational sciences, as well as participating in national, regional and autonomous research projects.

Lourdes Aranda, Universidad de Málaga

PhD from the University of Malaga, Master in Policies and Practices of Educational Innovation. Graduate in Psychology with a degree from the University of Malaga. Currently, a teacher in the Department of Theory and History of Education, Social Pedagogy and Research Methods and Diagnosis in Education. Researcher in several R&D projects, in addition to participating in Educational Innovation projects, as well as research related to university competences, lifelong learning, and the pedagogical consequences in the educational transition from Primary Education to Secondary Education. I have publications both in journals of recognized relevance and in book format and book chapters in renowned publishers on lifelong learning, educational innovations, social networks, educational technology and educational transition from Primary Education to Secondary Education.

Eugenia Fernández Martín, Universidad de Málaga

Dr. Eugenia Fernández Martín is a Permanent Labor Professor at the University of Malaga, accredited as a University Professor. Department of Didactics and Educational Organization. Doctorate Cum Laude from the same University. Degree in Psychopedagogy. Diploma of Advanced Studies. Teacher in the specialty of Hearing and Language. University Master's Degree in Policies and Practices of Educational Innovation for the Knowledge Society. Researcher of the HUM-246 group. Multiple Research Projects at the University of Malaga, Teaching Coordination Projects, multiple Educational Innovation Projects (PIEs) and R&D&I Excellence Projects (Research, Development and Innovation). The national and international publications and research projects in which she participates have as their theme educational innovation (methodology, initial training and practice), the use of technological resources in education, and the transition processes between educational stages, especially from primary to secondary school.