Session Information
05 SES 14 A, Transitions in the Education Process
Symposium
Contribution
Education in the tradition of educational theory is understood as an individual, active and creative process that is framed by societal requirements and institutional constraints (Fuchs 2012, Helsper et al. 2012, Marotzki 1990). Transitions within the educational system can be seen as complex status passages and can be interpreted as crucial life events as well as development impulses. In what follows, the challenges of educational transitions will be construed in their close relation to existential social, emotional and cognitive development tasks of children and teenagers, together with extra-mural biographical (education) processes (Barquero et al. 2008, Equit/Ruberg 2012). First, the mandatory transitions within the German school system will be introduced and the specific features of institutionalized school, as well as biographical, transitions will be discussed. Using the example of the transition from primary to secondary school, it will be shown which influences the change of school can have on the development processes of children and teenagers (Ball et al. 2006, Barquero et al. 2008). Thereby, the perspective of the theory of education adds a discourse that addresses particularly the early social selection in this status passage. Often existing differences between institutional/school expectations on the one hand and biographical development pathways of the pupils on the other hand require a pedagogical design of educational transitions which allows successful courses of development through long-term mediation between individual and institution. Further thoughts and specific examples of individualized designs of transitions close the contribution (Bellenberg/Forell 2013).
References
Ball, J./Lohaus, A./Miebach, C. (2006): Psychische Anpassung und schulische Leistungen beim Wechsel von der Grundschule zur weiterführenden Schule. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38 (3), S. 101-109. Barquero, B./Alt, C./Lange, A. (2008): Persönlichkeitsentwicklung und Sozialstruktur. Explorative Analysen. In: Alt, C. (Hg.): Kinderleben – Individuelle Entwicklungen in sozialen Kontexten. Wiesbaden: VS Verlag für Sozialwissenschaften, S. 27-46. Bellenberg, G./Forell, M. (2013): Bildungsübergänge gestalten. Ein Dialog zwischen Wissenschaft und Praxis. Münster: Waxmann Equit, C./Ruberg, C. (2012): Übergänge: Bildungsbiografische Perspektive. In: Berkemeyer, N./Beutel, S.-I./Järvinen, H./van Ophuysen, S. (Hg.): Übergänge bilden. Lernen in der Grund- und weiterführenden Schule. Köln: Carl Link, S. 3-22. Fuchs, M. (2012): Kultur und Subjekt. Bildungsprozesse zwischen Emanzipation und Anpassung. München: kopaed. Helsper, W./Ziems, C./Kramer, R.T./Thiersch, S. (2012): Der Übergang in die Sekundarstufe aus Sicht der Kinder und dessen Bedeutung für die Schülerbiografie bis zur 7.Klasse. In: Berkemeyer, N./Beutel, S.-I./Järvinen, H./van Ophuysen, S. (Hg.): Übergänge bilden. Lernen in der Grund- und weiterführenden Schule. Köln: Carl Link, S. 122-159. Marotzki, W. (1990): Entwurf einer strukturalen Bildungstheorie. Biografietheoretische Auslegung von Bildungsprozessen in hochkomplexen Gesellschaften. Weinheim: Deutscher Studienverlag.
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