POET (Pedagogy of Educational Transition) var samstarfshópur fræðimanna, þar á meðal kennara á Menntavísindasviði Háskóla Íslands, sem tóku þátt í verkefninu á vegum RannUng. Unnið var að verkefninu á árunum 2012 til 2016. Fræðimennirnir sem komu að verkefninu eru reyndir og nýir rannsakendur frá Íslandi, Svíþjóð, Skotlandi, Ástralíu og Nýja Sjálandi. Doktorsnemar frá öllum þessum löndunum vinna doktorsverkefni sín sem hluta af þessu samstarfi. Verkefnið var um breytingar í menntun og lífi barna (e. transition). Í hverju landi var unnið með ákveðið þema út frá samfellu í skólastarfi. Samstarfsfundir voru haldnir til skiptis í þátttökulöndunum. Á Íslandi var fjallað um samfellu í námskrám - stefnu og starf. Lögð var áhersla á tengingu við samfélagið og samræður við starfandi kennara. Hópurinn hittist tvisvar á ári í þeim löndum sem rannsóknarhóparnir komu frá. Lögð hafa verið drög að útgáfu bóka og greina um rannsóknarverkefni hópsins. Síðasti fundur hópsins var í Albury og Canberra í Ástralíu í febrúar og mars 2016. Stjórnandi verkefnisins á Íslandi var Jóhanna Einarsdóttir prófessor.
Pedagogies of Educational Transitions (POET) - a programme of staff exchange and networking between: • Mälardalen University, Sweden (MDU) (Partner 1); • University of Strathclyde, Scotland, UK (U-STRATH) (Partner 2); • University of Iceland, Iceland (UI) (Partner 3); • Charles Sturt University, Australia (CSU) (Partner 4); and • University of Waikato, New Zealand (UWAI) (Partner 5). Aims of POET Alliance The overarching aims for POET are: 1. To facilitate the development of diverse research skills and expertise among the researchers; 2. To promote collaboration among early career and established researchers around the topic of pedagogies of educational transition; 3. To build sustainable research collaborations between the universities that will be maintained and extended, leading to a proposal for a European centre of excellence (or equivalent); 4. To expand knowledge and understanding of the significance of educational transition for young children, their families and communities in national and international contexts; and 5. To contribute to knowledge transfer among and between researchers, educators and other professionals involved in educational transitions. Mälardalen University: The Swedish country project is entitled Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School, and is funded by the Swedish Research Council (2012-2015). University of Strathclyde: The Scottish country project is entitled Transitions as a Tool for Change. Transitions may be viewed as problematic or as opportunities for dynamic and positive change. University of Iceland: The Iceland country project is entitled Continuity of policy and practice: Its overall aim is to map and understand the pedagogies of preschools and primary schools following publication of respective national curricula with philosophical and pedagogical bases that seem quite different from each other. University of Waikato: The New Zealand country project is entitled Learning journeys from early childhood into school. An ‘effective’ or ‘successful’ transition to school is often claimed to be an important aspect of longer-term success as a learner. This project will interrogate what is meant by success, how different transition partners (including Maori children and families) view success, and how it might be measured. Charles Sturt University: The Australian country project combines two studies: Continuity and change as children start school (funding sought from Australian Research Council for 2013-2015) and An ecological study of school transition and the early years of school for Aboriginal children in an urban community (funded from Australian Research Council for 2012-2014