Transition practices as an arena for the development of relational expertise

ABSTRACT

This article explores relational expertise in boundary crossing in the context of the transition from preschool to primary school. The need to increase collaboration across institutional and professional boundaries in this transition phase is acknowledged in the literature. This study focuses on the obstacles and resources for professional development found in inter-professional meetings. The theoretical framework is based on the ideas of boundary work and relational expertise. In this study, boundary work is seen as a context in which cultural manuscripts become apparent. The authors identify the two main obstacles that cultural manuscripts create for relational expertise: (1) the institutions are not equally positioned as environments of learning and (2) the knowledge of professionals is not shared. Without a shared space for interaction and support for the professional community, not all of the professionals’ knowledge is made visible and not all available resources are utilized.

KEYWORDS:

• Transition
• cultural manuscript
• boundary work
• preschool
• primary school
• relational expertise

Disclosure statement

No potential conflict of interests was reported by the authors.

Additional information

Funding

This work was supported by the The City of Tampere Science Foundation [4200]; The University of Tampere Foundation [3000]; The Municipality of Kangasala Björkqvist’s Foundation [13000]; Suomen Kulttuurirahasto [22 000]

Notes on contributors

Laura Rantavuori

Laura Rantavuori is a PhD candidate at the Faculty of Education and Culture at Tampere University, Finland. Her research area includes the transition from preschool to primary school from a professional and institutional point of view. She is revising her doctoral thesis and works as a classroom teacher at primary school in the Tampere University Teacher Training School.

Kirsti Karila

Kirsti Karila is a professor of early childhood education at Tampere University, Finland. Her research projects have focused on professionalism, curriculum, parent–practitioner collaboration and institutional cultures and policies in early childhood education and care (ECEC). Currently, Karila investigates the municipal-level ECEC policies, parents’ choices and children’s trajectories in the CHILDCARE-consortium – Finnish childcare policies: In/equality in focus.

Päivi Kupila

Päivi Kupila is interested in social and cultural transformations in relation to early childhood education and educational institutions both locally and globally. Her research themes include the negotiations of work identities and professional spaces in early childhood education. Her research interest is also mentoring as a support for professionals of early childhood education. She works as a university lecturer in the Faculty of Education and Culture, Tampere University.