The Impact of Changes in Methodology and Didactics: Transitioning from Innovative Primary Rural Schools to Mainstream Secondary High Schools

By Harkaitz Zubiri, Nahia Intxausti, Ainhoa Odriozola and Justo Bereziartua.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Published online: August 18, 2016 $US5.00

This article analyzes how students deal with deep changes in methodology and didactics when they transition from innovative primary rural schools to mainstream secondary high schools in Gipuzkoa, a southwestern European region. The research was based on two case studies using qualitative methodology. Data was collected from sixteen focus groups, sixty-eight hours of classroom observation, and the activity analysis of primary grade six and secondary grade one student notebooks. The results suggest that changes in methodology and didactics were the most important concerns, and, in fact, the collected evidence suggests that deep changes took place in terms of methodology and didactics when transitioning from primary to secondary school. Furthermore, the elements facilitating and hampering transitions were identified. Nonetheless, students were found to adapt to the new situation in a few months, as long as there were no additional academic or social difficulties, which were considered to be mainly individual problems. Moreover, evidence suggests that preoccupations about the compatibility between methodologies might not be the best leading idea, and, instead, the challenge of overcoming academic and social difficulties may be more appropriate to lead to future improvements.

Keywords: Methodology Change, Transition from Primary to Secondary, Rural Schools

The International Journal of Pedagogy and Curriculum, Volume 23, Issue 4, December 2016, pp.1-16. Article: Print (Spiral Bound). Published online: August 18, 2016 (Article: Electronic (PDF File; 449.277KB)).

Dr. Harkaitz Zubiri

Assistant Professor, Department of Language and Literature Didactics, University of the Basque Country, San Sebastian, Spain

Dr. Nahia Intxausti

Assistant Professor, Department of Didactics and School Organisation, University of the Basque Country, San Sebastian, Spain

Ainhoa Odriozola

Early Childhood and Primary Teacher, Early Childhood and Primary Education, Basque Government, San Sebastian, Spain

Dr. Justo Bereziartua

Assistant Professor, Department of Didactics and School Organization, University of the Basque Country, San Sebastian, Spain