Informální mezigenerační učení v učitelských sborech : rozdíly v zapojení generací do učebních interakcí
| Title in English | Informal Intergenerational Learning in Teaching Staff Teams : Differences in Involvement of Generations in Learning Interactions |
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| Authors | |
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Orbis Scholae |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.orbisscholae.cz/archiv/2016/2016_1_01.pdf |
| Doi | http://dx.doi.org/10.14712/23363177.2016.12 |
| Field | Pedagogy and education |
| Keywords | teacher; generation; intergenerational learning; learning interactions |
| Description | The paper is an attempt to make a contribution to an integral view of informal intergenerational learning among teachers in teaching staff teams. While many studies point out that a boom of interest in generational topics has shown “generationality” to be a topic relevant to studying the working environment, deeper analysis is still missing. The text presents findings from an analysis of data collected in a questionnaire survey among teachers (N = 319). The analysis is based on identifying forms, frequency and levels of interaction among teachers. Information concerning when and how teachers belonging to different generations learn from one another on an informal basis is used to infer conclusions about generation-related differences in involvement in intergenerational learning interactions. There are reasons to believe that constellations of partners with whom a specific teacher consciously enters interactions are changing over the teacher’s teaching career, the interactional structures widening, and while younger generations tend to have a marginal presence in group structures and school-wide interaction networks, interactional structures are widening for the middle and older generation (i.e. when the teacher enters an “expert” phase, to use other terminology). This also seems to be the reason why group forms of continuing professional development are rarely opted for by teachers at the onset of their careers while they are favoured by them more frequently in the later stages. The paper also discusses the linear nature of this process, referring to studies indicating that each teaching career stage features active and passive phases (in terms of continuing professional development) of varying length. |
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