A Systematic Review of the scientific literature to reinvent practices of formative and transformative guidance.

Abstract

The article concerns the analysis of the qualitative evidence selected from the systematic review of the pedagogical literature concerning the phenomenon of students’ transition from school to university. The examined outcomes reveal a distinction between external factors and internal factors: the former are related to the context in which the transition actors find themselves, while the latter concern the intimate and personal sphere of the involved individuals. This reduces the transition/change process to a static event. Therefore, it is necessary for future research to be inspired by John Dewey’s transactional approach in order to conceive orientation as an educational practice that guides the actor to form during the transition experience.