Inter-Generational Learning of Teachers: What and How Do Teachers Learn from Older and Younger Colleagues?

Autor/inn/en	Geeraerts, Kendra; Tynjälä, Päivi; Heikkinen, Hannu L. T.
Titel	Inter-Generational Learning of Teachers: What and How Do Teachers Learn from Older and Younger Colleagues?
Quelle	In: European Journal of Teacher Education, 41 (2018) 4, S.479-495 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1448781
Schlagwörter	Age Differences; Experienced Teachers; Teaching Methods; Technological Literacy; Teacher Attitudes; Qualitative Research; Foreign Countries; Mentors; Cross Cultural Studies; Peer Relationship; Teamwork; Seminars; Teacher Persistence; Knowledge Base for Teaching; Semi Structured Interviews; Belgium; Finland + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Lehrerverhalten; Qualitative Forschung; Ausland; Cultural comparison; Kulturvergleich; Peer-Beziehungen; Seminar; Teaching theory; Theory of teaching; Unterrichtstheorie; Belgien; Finnland
Abstract	This paper examines how and what teachers learn from their older and younger colleagues. Data were gathered from interviews and written reports from 27 Belgian and Finnish teachers. Thematic qualitative analysis was used. The results revealed differences in what teachers learn from older and younger colleagues. Teachers reported learning innovative teaching methods and ICT skills from younger colleagues, whereas practical information, classroom management skills, self-regulation and community building were learned mainly from older colleagues. Attitudes regarding teaching and different ways of being a teacher were learned from both younger and older colleagues alike. Similarities were also found in how teachers learned from their older and younger colleagues. Informal activities and relationships, different forms of mentoring, and working in subject teams or seminars were important sources of learning. An intergenerational learning perspective is important with respect to demographic changes in school staff and in preventing knowledge loss and teacher dropout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01