Publicação
Portuguese teachers’ beliefs and practices about transition from preschool to primary school
| datacite.subject.fos | Ciências Sociais::Ciências da Educação | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.author | Fernandes, Carla Costa | |
| dc.contributor.author | Mata, Lourdes | |
| dc.contributor.author | Santos, Natalie Nóbrega | |
| dc.date.accessioned | 2026-07-29T14:23:20Z | |
| dc.date.available | 2026-07-29T14:23:20Z | |
| dc.date.issued | 2026-06-01 | |
| dc.description.abstract | The 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. | eng |
| dc.description.sponsorship | Fundação para a Ciência e Tecnologia - FCT | |
| dc.identifier.citation | Fernandes, C. C., Mata, L., & Santos, N. N. (2026). Portuguese Teachers’ Beliefs and Practices About Transition from Preschool to Primary School. Early Education and Development, 37(6), 1444–1469. https://doi.org/10.1080/10409289.2026.2672538 | |
| dc.identifier.doi | 10.1080/10409289.2026.2672538 | |
| dc.identifier.issn | 1040-9289 | |
| dc.identifier.issn | 1556-6935 | |
| dc.identifier.uri | http://hdl.handle.net/10400.12/14044 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | Informa UK Limited | |
| dc.relation | UID/04853/2025 | |
| dc.relation | 10.54499/UID/04853/2025 | |
| dc.relation | UID/04107/2025 | |
| dc.relation.ispartof | Early Education and Development | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.title | Portuguese teachers’ beliefs and practices about transition from preschool to primary school | eng |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 1469 | |
| oaire.citation.issue | 6 | |
| oaire.citation.startPage | 1444 | |
| oaire.citation.title | Early Education and Development | |
| oaire.citation.volume | 37 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| person.familyName | Mata | |
| person.givenName | Lourdes | |
| person.identifier.ciencia-id | F814-F2AA-F37F | |
| person.identifier.orcid | 0000-0001-8645-246X | |
| person.identifier.scopus-author-id | 38862217100 | |
| relation.isAuthorOfPublication | 30f9d003-711c-4147-ba21-d8cb6303f85c | |
| relation.isAuthorOfPublication.latestForDiscovery | 30f9d003-711c-4147-ba21-d8cb6303f85c |