Intergenerational learning among teachers: overt and covert forms of continuing professional development

Brücknerová, Karla; Novotný, Petr

doi:10.1080/19415257.2016.1194876

Cited by 25 publications

(43 citation statements)

References 32 publications

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“…The increased retirement age of teachers results in more age-diverse school teams. One way to capture age diversity in school teams is taking the perspective of generations (Brücknerová & Novotný, 2016). A traditional conceptualisation of generations, described by Mannheim (1952), defines a generation based on the similarity of chronological age and historical events during the lifespan of a group of individuals.…”

Section: 1generational Diversity Among Teachersmentioning

confidence: 99%

Teachers’ intergenerational advice and information seeking: content matters!

Geeraerts

Vanhoof

Bossche

2018

JPCC

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Purpose The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover how the content of advice shapes these interactions. Four content-related advice and information-seeking networks are investigated in this study: subject-matter knowledge, classroom management, innovative teaching methods and ICT. Design/methodology/approach Data were collected from 660 teachers in ten secondary education schools in Flanders (Belgium) by using an online socio-metric survey. Social network analysis was conducted, more specifically quadratic assignment procedure and multilevel P2 modeling. Findings The findings underline the importance of investigating content-related advice networks. Generation affects the formation of interactions. First, the results revealed that older teachers are less likely to ask advice on subject-matter knowledge, classroom management and innovative teaching methods. Second, the data showed that older teachers are more likely to be asked for advice on subject-matter knowledge. Third, young teachers are more likely to be asked for advice on innovative teaching methods and ICT. Fourth, homophily effects occurred for the youngest teachers when advice is about subject-matter knowledge, and for the oldest teachers for advice about classroom management. Originality/value This study is innovative due to its application of social network analysis to investigate intergenerational knowledge flows, and due to its clear focus on content-related advice-seeking interactions that go beyond the approach of general advice and information-seeking interactions.

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Section: 1generational Diversity Among Teachersmentioning

confidence: 99%

Teachers’ intergenerational advice and information seeking: content matters!

Geeraerts

Vanhoof

Bossche

2018

JPCC

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“…Looking at school teams through a generational lens sheds light on the level of age diversity within school teams (Brücknerová & Novotný, 2016). Previous studies in other contexts have already recognized the benefits of age diversity in teams since individuals contribute different kinds of information, knowledge, skills, and expertise to the team (Gerpott, Lehmann-Willenbrock, & Voelpel, 2016;Williams & O'reilly, 1998).…”

Section: Generational Diversity Among School Team Membersmentioning

confidence: 99%

“…In literature, there are a lot of inconsistencies concerning the labels of these generational cohorts and the boundaries used to determine a generational cohort. Brücknerová and Novotný (2016) relied in their study on intergenerational learning of teachers on teachers' own perceptions of themselves as a member of a particular generation. Most studies used the chronological dimension of age to frame school team members' generational cohorts (Edge, Descours, & Frayman, 2016;Geeraerts et al, 2016).…”

Section: Generational Diversity Among School Team Membersmentioning

confidence: 99%

Intergenerational professional relationships in elementary school teams: a social network approach

Geeraerts

Bossche

Vanhoof

et al. 2017

FLR

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“…Vzájemné učení 1 mezi studenty vzniká tehdy, když na základě vzájemné interakce mezi spolužáky dochází k proměně kapacit přinejmenším jednohoz aktérů (Brücknerová,2021).Vzájemnéučenímůžebýtv souladu s Illerisovou teorií (Illeris, 2007) popsáno pomocí tří vzájemně se ovlivňujících složek: interakce (jakým způsobem se učící se vzájemně ovlivňují), obsahu učení (čím se vzájemně obohacují v tom nejširším slova smyslu) a incentivy (jakou energii studenti vkládají do toho, aby se něco naučili) (srov. Brücknerová & Novotný, 2017). Tento trojčetný pohled na vzájemné učeníjeužitečnýv tom,žeupozorňujenavýznamučebníinterakceproto, coa s jakýmúsilímseučícíseučí.Provzájemnéučenímezistudentykombinovaného studia je tento pohled o to přiléhavější, že vede naši výzkumnou pozornostnejenk tomu,cosestudentinaučí(jakseproměníjejichvědomosti, postoječidovednosti),aleik pozorovánígenezeapovahyvztahů,kterétoto učeníumožňují,ak motivaciprovzájemnéučeníjakokeklíčovémufaktoru spoluutvářenémujaknastranějednotlivce,takkontextemkonkrétníchstudijních podmínek (Vossensteyn, Kottmann, Jongbloed et al, 2015).…”

Section: Vzájemné Interakce a Vzájemné Učení Mezi Studenty Kombinovaného Studiaunclassified

Importance of Peer Learning Among Part-Time Students in Preventing Drop Out

Brücknerová

2021

Lifelong Learn.

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The paper aims to answer how peer learning among Czech students studying in combined educational programmes at public tertiary education prevents dropout. The analysis covers 28 narrative biographies, 94 written narratives, and six focus groups. Results show that involved part-time students perceive their peer learning as a crucial element of their studies. Peer learning helps the students adapt to higher education and orientate in it, enables them to work meaningfully with study content, and enhances their motivation to complete their studies.

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Intergenerational learning among teachers: overt and covert forms of continuing professional development

Cited by 25 publications

References 32 publications

Teachers’ intergenerational advice and information seeking: content matters!

Teachers’ intergenerational advice and information seeking: content matters!

Intergenerational professional relationships in elementary school teams: a social network approach

Importance of Peer Learning Among Part-Time Students in Preventing Drop Out

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