Primary School Teachers' Views on Intergenerational Learning

Autor/inn/en	Polat, Soner; Kazak, Ender
Titel	Primary School Teachers' Views on Intergenerational Learning
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 5, S.1189-1203 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Phenomenology; Qualitative Research; Semi Structured Interviews; Generational Differences; Intergenerational Programs; Definitions; Learning Strategies; Learning Experience; Teacher Collaboration; Affective Behavior; Learning Readiness; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Begriffsbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernerfahrung; Lehrerkooperation; Affective disturbance; Active behaviour; Affektive Störung; Lernbereitschaft; Ausland; Türkei
Abstract	The purpose of this study is to determine the views of primary school teachers on intergenerational learning (IGL). The study group consists of eight primary schools in the central district of Düzce during the 2013-2014 academic year and 13 teachers who teach in these schools. Participants were selected among teachers working in Düzce's city center by using the criterion sampling method, one of the purposive sampling methods. Phenomenological design, a qualitative research design, was used in the study. The data was collected by the researcher through semi-structured interview questions that were developed through pre-interviews conducted with the teachers alongside research into the literature. According to the research findings, IGL is not a conscious, effective, or consistent situation among teachers from different generations. Members of younger and older generations were determined to not be eager enough to learn from each other in order to improve themselves. Inquiry-based learning and observational learning were more preferred as intergenerational learning methods among teachers from different generations. While the younger generations of teachers assist the older ones more with technological issues; the older generations of teachers convey their experiences in classroom management to the younger ones. The most important obstacle preventing intergenerational learning between teachers from different generations is lack of communication. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01