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- Portuguese teachers’ beliefs and practices about transition from preschool to primary schoolPublication . Fernandes, Carla Costa; Mata, Lourdes; Santos, Natalie NóbregaThe transition from preschool to first grade is a crucial milestone in early education, influencing children’s academic and social development. This process involves significant changes in educational settings, teaching approaches, and peer interactions. Teachers play a crucial role in shaping children’s transition experiences and understanding their beliefs and practices can provide valuable insights into improving transition support strategies. Research Findings: This study examined the beliefs and practices of 1321 preschool teachers and 918 primary school teachers in Portugal regarding the transition to first grade. Using structural equation modeling, we analyzed teachers’ perceptions about the conditions that facilitate or hinder the transition, the activities they implement, and the challenges they encounter. Results showed that both groups of teachers largely agreed on key conditions affecting transition success. Furthermore, a relationship was found between teachers’ beliefs and the practices they adopt to support children’s adaptation. Practice or Policy: These findings highlight the need for structured transition support in schools. Professional development programs should enhance teachers’ understanding of effective transition strategies, fostering continuity in learning. Strengthening collaboration between preschool and primary school teachers can help create smoother transitions, promoting children’s academic and social adjustment.
- Teachers’ grade retention beliefs and practices – The role of collective teacher culturePublication . de Nóbrega dos Santos, Natalie; Pipa, Joana; Martinho, Vera; Peixoto, FranciscoTeachers have a complex, multidimensional system of socially constructed beliefs that shape their practices. Grade retention beliefs, in particular, are embedded within a broader psycho-pedagogical framework and may be reinforced when shared by the teachers’ community. The present study used a person-centred approach to identify teachers’ profiles based on their perceptions of collective teacher culture and grade retention beliefs, to examine how these profiles relate to other psycho-pedagogical beliefs, and to their grade retention intentions and practices. An online questionnaire was completed by 1,597 Portuguese basic education teachers, assessing their beliefs about learning, assessment, intelligence, and grade retention; their intentions and practices regarding grade retention; and their perceptions of collective teacher culture. Latent profile analysis identified six profiles, differentiated by teachers’ perceptions of the collective teacher culture (two weak, two moderate, and two strong), with three profiles supporting grade retention and three sceptical of it. Covariate analyses showed that teachers in the Grade Retention Support profiles reported stronger transmissive and fixed intelligence beliefs, whereas teachers in the Grade Retention Scepticism profiles reported more malleable intelligence beliefs. Teachers in the Strong Collective Teacher Culture profiles also endorsed more transmissive teaching and summative assessment beliefs. Teachers in the Scepticism profiles showed a lower intention to use this practice. The highest grade retention rates were observed within the Weak Collective Teacher Culture and Grade Retention Scepticism profile. These findings highlight the importance of reflective and collaborative practices among teachers to share effective strategies that enhance student success, strengthen collective efficacy, and reduce grade retention rates.