Chapter 11: Teacher Education as a Site for Critical Conversations on Continuity of Learning Practices

Continuity of learning is fundamental to supporting young learners' educational journeys from birth to Year 12, and beyond. A continuous learning experience can be supported by a range of factors that can be broadly categorised according to three key distinct and interrelated dimensions: transition, coherence, and connection. This chapter explores how transition, coherence, and connection can be used as a lens to examine continuity of learning, drawing on the perspectives of teachers, educators, and parents. We explore the factors that can influence or impact on sustained engagement with learning and the quality of educational outcomes for young people. Critical conversations should centre on how continuity of learning can be supported to meet the diverse needs of learners. This requires acknowledging diverse knowledge systems and the different ways of knowing, being, and doing; the deep influence of language, culture, family, and community; and considerations of what it means to engage in genuine culturally inclusive pedagogy and practice.