In Italy, as in many other countries, irrespective of whether or not they have comprehensive or selective school systems, one of the major transitional points is when students move from primary to secondary school. Thus, transitioning students often experience significant academic, social, emotional or developmental changes that may adversely affect their educational performance. Another changeover results in the process of learning at school, in the transition from practical to scientific knowledge (Meyer-Drawe 1996). Teachers should support pupils in both transition challenges: From one situation into another, from one knowledge to another. But how can adequate knowledge be provided in order to prepare them for such difficult tasks? As recent studies show (cf. European Commission 2013, 27ff.), European teachers themselves have transition problems entering working life, despite internships accomplished during university studies. This paper investigates the relevance of vignettes implemented in teacher (re-)training, concentrating on their potential as well as on particular difficulties. As will be shown on the experiences of selected grade six students who have undergone the transition from Italian primary to secondary schools, vignettes have the potential to illustrate the shift from one form of knowledge to another. With the aim of intensifying the experience, vignettes generate surpluses for the readers and address their bodily responsiveness (Waldenfels 2000). Hence, using vignettes in teacher (re-)training, teachers can be granted access to both educational practice and theory, avoiding transition problems already from the beginning. Nevertheless, there is the risk that future teachers read the vignette only on the basis of their own previous learning experiences, teachers, however, only by their work experience. In this paper approaches are identified to explore the resonance point of vignettes in order to contribute best to different transition processes.

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