Intergenerational Learning among Teachers in the Czech Republic (Questionnaire Survey)
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| Year of publication | 2015 |
| Type | Conference abstract |
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| Description | The proposed paper is one of the outputs of a four-year project “Intergenerational Learning Across Social Environments” which focuses – apart from learning in communities and workplaces – also on intergenerational learning in school environment. The central starting point is the concept of intergenerational learning. The concept of intergenerational learning focuses on learning taking place through interactions between members of different generations. This feature brings about not only transfer of certain contents from one generation to another. Intergenerational learning is perceived rather as a bi-directional process (Ramon, Turini, 2008), whose importance is growing in the light of current demographic trends in society, the need to maintain intergenerational continuity in society as a whole as well as in the component parts of its structure (an increasing attention is being paid to intergenerational learning in the workplace (comp. e.g. Bell, Narz, 2007; Glass, 2007; Patterson, 2007; etc.)). Interaction at the level of behaviour of the individual participants is always influenced by the situational framework within which it is taking place, in our case the school context as teachers’ work environment. Drawing on Verbiest (2011), learning interactions of teachers in this environment may be understood in terms of three indicators, namely embeddedness in formal structures (how learning processes are purposefully supported and evaluated by school management), number of teachers involved in learning relations, and quality – or depth – of these processes. |
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