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Preschool transition in Mexico: Exploring teachers' perceptions and practices

Urbina-Garcia, Angel

Authors

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Dr Angel Urbina Garcia M.Urbina-Garcia@hull.ac.uk
Director of Postgraduate Taught Programmes and Lecturer in Early Childhood



Abstract

This study explored the perceptions of preschool and first grade teachers regarding preschool to first grade transition practices in public schools in Mexico City. A survey was administered to a sample of 15 preschool and 15 primary school teachers, who rated twenty transition practices and answered five open-ended questions. Overall, results revealed that teachers used some practices moderately to promote school-home links but school-school links are not used. Teachers rarely carry out activities with families and other teachers. Teachers' concerns focused on children's academic and personal skills and adaptation to a new routine. Implications for policy and practice are discussed.

Journal Article Type Article
Publication Date Oct 1, 2019
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 85
Pages 226-234
APA6 Citation Urbina-Garcia, A. (2019). Preschool transition in Mexico: Exploring teachers' perceptions and practices. Teaching and Teacher Education, 85, 226-234. https://doi.org/10.1016/j.tate.2019.06.012
DOI https://doi.org/10.1016/j.tate.2019.06.012
Keywords Preschool transition; Teachers' practices; Teachers' perceptions; Mexico
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