Abstract
Currently, many researchers are focusing on the educational environment to assess the impact of the pandemic on the educational success of pre-university or even university students. Most of the hypotheses are related to the influence of the alternative teaching methods used during the pandemic on the school results, on the socio-emotional situation and on the resources available to students and teachers to respond better to the new format of teaching and assessment in times of crisis. In this context, it is highly unlikely that the results of such studies will be interpreted in light of the challenges already existing in a pre-pandemic education system. The paper we propose brings into question exactly this general context, offering researchers a benchmark in their analyzes regarding the impact of the pandemic on the Romanian educational environment. We base our approach on the results of a qualitative research undertaken in educational institutions in the North-East Region of Romania. The research included interviewing 60 teachers, using the in-depth interview to capture the difficulties that students and teachers face in successfully ensuring the school transition. The results of our study highlight aspects related to key actors that can support the successful implementation of the school transition, existing barriers and resources needed to facilitate the school transition.
Highlights
Some landmarks of the current education system viewed from a dynamic perspective were the starting points in conducting this research
In a summary article on the transition from one school year to another, van Rens, Haelermans, Groot (2018) emphasize that all students are affected by accessing a new stage of their schooling, but the development of positive relationships and good Communication between all stakeholders is essential for a successful transition
The qualitative study aims to assess the perception of teachers in three communities in Northeastern Romania in relation to a number of issues relevant to the impact that these aspects have on the successful implementation of the students' school transition
Summary
Throughout the world, numerous surveys and papers at European and international level highlight education as a sustainable solution to global, regional and national difficulties, from social or economic to cultural or political. Some landmarks of the current education system viewed from a dynamic perspective were the starting points in conducting this research. In a summary article on the transition from one school year to another, van Rens, Haelermans, Groot (2018) emphasize that all students are affected by accessing a new stage of their schooling, but the development of positive relationships and good Communication between all stakeholders is essential for a successful transition. (2008) and Elder (1998) point out that the education deficit accumulated in the first years of life is transmitted in the later stages of development and initial training of the student. Recent research draws our attention to the importance of understanding the barriers to the transition from one school year to another. The analysed studies indicate that the transition from primary to secondary school ”may illicit social and emotional challenges for the students” The analysed studies indicate that the transition from primary to secondary school ”may illicit social and emotional challenges for the students” (Spernes, 2020, p. 13)
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