School transitions have been considered by several authors as one of the main challenges in the educational system (Bedolla, 2010; Sousa, Lopes & Ferreira, 2013; Torres & Mouraz, 2015), because in moments of transition between educational levels school failure is accentuated (Lopes, 2005). Several factors contribute to this phenomenon - social, psychological, sociological and educational. However, research in this area have focused mainly on the influence of psychological and sociological factors in the transition process and the pedagogical and curricular aspects have been less studied. Some studies have highlighted the importance of the teacher's role in the transition between educational levels (Wit, Kariola & Rye, 2010; Torenbeek, Jansen & Hofman, 2011). The distance in teacher-students relationship, for example, is described as greater along the educational levels and is viewed as an obstacle for the adaptation of the students (Wit, Karioja & Rye, 2010). With this example, we can understand that there are factors related to teachers and their practices that can influence the adaptation of students in different educational levels. We propose, in this study, to identify these factors and understand how they affect the school transition.

The importance of these factors, lead us to reflect about articulation strategies between teachers and educational institutions. The peer observation in classroom between teachers from different educational levels can be a privileged way of the articulation between teachers and educational institutions of different levels. In the Portuguese context, the programs of peer observation in classroom have developed, particularly in higher education (e.g. Mouraz, Lopes & Ferreira, 2013; Vieira, 2014; Neto, Carvalho & Williams, 2011). The effects of these programs seem to be multiple and have an impact at several levels. Peel (2005) argues that the effects of these programs may have a double impact: in self-concept of teachers and in institutional practices. Similarly, Pêgo et al. (2013) recognize the importance of peer observation, not only for pedagogical change, but also as development of reflection with other colleagues. In the study by Hendry et al. (2013), it was found that almost all the participants tried something new in their teaching practice. In addition, peer observation programs seem to coincide in identifying changes and innovations in the pedagogical and institutional practices. Recognizing the advantages and potential of the peer observation to increase the knowledge and reflection on the pedagogical and curricular practices, we can understand their potential relevance in building bridges between educational levels.

The main aim of this research project is to study how the peer observation in classroom between teachers of different educational levels can contribute to facilitate the school transitions, particularly between secondary education and higher education. We intend to explore how the pedagogical factors influence, positively or negatively, the school transitions, through the study of a program with these characteristics. To find answers to this overall aim, we will explore the following specific objectives: a) identify similarities and differences between the teaching methods used in secondary education and in higher education; b) analyse the perceptions of teachers about the differences and similarities between the teaching practices in secondary education and in higher education and their influence in the transition process and c) identify the potential of peer observation between teachers of different educational levels for the institutional dynamics.

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