“I want my mum!” Understanding issues of transition to Higher Education to support student teachers

Aim: This paper examines some issues surrounding transition to Higher Education (HE) and reports the findings of a study designed to understand students’ expectations of independent learning and assessment practices and an intervention
designed to support trainees at the outset of their first year of study. 
Content: The purpose of this paper is to disseminate the findings of a study designed to ascertain any potential transitional issues to HE and therefore any areas for development in our Year 1 Programmes to aid student progress. Data were
gathered via semi-structured questionnaires distributed to Year 1 Initial Teacher Training students at the outset of their Degree Programme and through focused conversations with a group of students and their tutors. The main findings of the study indicate that a majority of those involved in the study anticipate that the workload will be demanding and intense in HE, but that they have had little or no preparation for studying independently prior to entry to the Programme. In addition, the data indicates that the assessment experiences of the students not only vary greatly, but that they anticipate much tutor support and guidance with regard to assessments in HE, including frequent feedback during the assessment period. The paper discusses some potential opportunities for preparation for HE, including an evaluation of an intervention which facilitated the opportunity for students to discuss independent study and assessment with their peers and tutors.