Název: Intergenerational learning among teachers: an interaction perspective
Zdrojový dokument: Studia paedagogica. 2014, roč. 19, č. 4, s. [45]-79
Rozsah
[45]-79
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2014-4-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/132212
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The paper draws on the theory of learning by Knut Illeris to interpret data from qualitative research in intergenerational learning at Czech primary and lower secondary schools. It is focused on describing the forms of interaction through which intergenerational learning among teachers takes place, i.e., perception, transmission, experience, imitation, and participation. The results of the analysis are interpreted in the school context in order to show how interaction research may contribute to the analysis of intergenerational learning in a specific institution.
Note
This article is an output of the project Intergenerational Learning Across Social Environments (GA13-07234S) funded by the Czech Science Foundation.
Reference
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[28] Langová, M. (1992). Učitel v pedagogických situacích. [Teacher in pedagogical situations]. Praha: Karolinum.
[29] Lazarová, B., Sekot, A., Koťa, J., Vašutová, J., Lukas, J., & Paulík, K. (2011). Pozdní sběr: O práci zkušených učitelů. [Late harvest: On work of experienced teachers]. Brno: Paido.
[30] Leiter, M., Jackson, N., & Shaughnessy, K. (2009). Contrasting burnout, turnover intention, control, value congruence and knowledge sharing between Baby Boomers and Generation X. Journal of Nursing Management, 17(1), 100–109. | DOI 10.1111/j.1365-2834.2008.00884.x
[31] Little, J. (1990). The persistence of privacy: Autonomy nad initiative in teacher's professional relations. Teachers College Record, 91(4), 509–536.
[32] Lukas, J. (2011). Vývoj a kariéra učitele. [Teachers development and career]. In B. Lazarová, A. Sekot, J. Koťa, J. Vašutová, J. Lukas & K. Paulík, O práci zkušených učitelů. [Late harvest: On work of experienced teachers]. Brno: Paido.
[33] Mannheim, K. (2007). Das Problem der Generationen. In K. Mainheim, Wissenssoziologie: Auswahl aus dem Werk (pp. 509–565). Berlin: Luchterhand.
[34] Mezirow, J. (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.
[35] Moon, J. A. (2004). A handbook of reflective and experiential learning. London: Routledge.
[36] Nehyba, J., Lazarová, B., Kolb, D., Korthagen, F., Boud, D., Jarvis, P., Moon, J. … Valenta, J. (2014). Reflexe v procesu učení: Desetkrát stejně a přece jinak... [Reflection in the process of learning: Ten times the same, and yet different…]. Brno: Masarykova univerzita.
[37] Oldroyd, D. (2005). Human resources for learning. In M. Coleman & P. Earley, Leadership and management in education. Cultures, change and context (pp. 187–207). Oxford: Oxford University Press.
[38] Patterson, C. (2007). The impact of generational diversity in the workplace. The Diversity Factor, 15(3), 17–22.
[39] Píšová, M., Duschinská, K., Kargerová, J., Lampertová, A., Lukavská, E., Szimetová, M., & Tomková, A. (2011). Mentoring v učitelství. [Mentoring in the teaching profession]. Praha: Univerzita Karlova v Praze.
[40] Pol, M. (2007). Škola v proměnách. [The school in transformations]. Brno: Masarykova univerzita.
[41] Pol, M., & Lazarová, B. (1999). Spolupráce učitelů – podmínka rozvoje školy: Řízení spolupráce, konkrétní formy a nástroje. [Teacher cooperation – a prerequisite to school development: Cooperation management, specific forms and tools]. Praha: STROM Praha.
[42] Průcha, J. (1998). Moderní pedagogika. [Modern pedagogy]. Praha: Portál.
[43] Průcha, J. (2002). Učitel: současné poznatky o profesi. [Teacher: current knowledge of the profession]. Praha: Portál.
[44] Rabušicová, M., Kamanová, L., & Pevná, K. (2001). O mezigeneračním učení. [On intergenerational learning]. Brno: Masarykova univerzita.
[45] Ramon, A. C., & Turrini, M. (2008). Grandparents and grandsons: Poetics of an intergenerational learning experience. Barcelona: eLearning Papers.
[46] Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
[47] Simons, R. J., & Ruiters, M. (2001). Learning professionals: Towards an integrated model. Paper presented at the Biannual conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
[48] Stankovic', D. (2009). Kolegiální vztahy a zapojení učitelů do rozvoje školy. [Collegial relations and teacher involvement in school development]. Studia Paedagogica, 14(1), 52–66.
[49] Šubrt, J., & Vinopal, J. (2013). Historické vědomí obyvatel České republiky perspektivou sociologického výzkumu. [Historical awareness among citizens of the Czech Republic from the perspective of sociological research]. Praha: Karolinum.
[50] Švaříček, R. (2009a). Narativní a sociální konstrukce profesní identity učitele experta. [Narrative and social construction of expert teacher professional identity]. (Dissertation thesis). Available at: https://is.muni.cz/auth/th/8942/ff_d/cele-po_korekci.pdf
[51] Švaříček, R. (2009b). Pomluvy jako mikropolitická strategie učitelů základní školy. [Gossip as basic school teachers' micro-political strategy]. Studia Paedagogica, 14(1), 87–108.
[52] Tempest, S. (2003). Intergenerational learning: A reciprocal knowledge development process that challenges the language of learning. Management Learning, 34(2), 181–200. | DOI 10.1177/1350507603034002002
[53] Urbancová, H., & Vnoučková, L. (2014). Dopad demografického vývoje na kontinuitu znalostí v organizacích České republiky. [The impact of demographic trends on continuity of knowledge in organizations in the Czech Republic]. Scientific Papers of the University of Pardubice, 30(1), 170–184.
[54] Urbánek, P. (2009). Pracovní zátěž a podmínky práce učitelů. [Teachers' workload and work conditions] In J. Průcha, Pedagogická encyklopedie. [Encyclopedia of Pedagogy]. (pp. 402–407). Praha: Portál.
[55] Verbiest, E. (2011). Developing professional learning communities. Paper presented at the AERA conference, New Orleans, USA.
[56] Verbiest, E., Ansems, E., Bakx, A., Grootswagers, A., Heijmen-Versteegen, I., Jongen, T., Uphoff, T. W., & Teurlings, C. (2005). Collective learning in schools described: Bulding collective learning capacity. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1), 17–38.
[2] Becton, J., Walker, H., & Jones-Farmer, A. (2014). Generational differences in workplace behavior. Journal of Applied Social Psychology, 44(3), 175–189. | DOI 10.1111/jasp.12208
[3] Bell, N., & Narz, M. (2007). Meeting the challenges of age diversity in the workplace. The CPA Journal, 77(2), 56–59.
[4] Bergman, M. M. (2008). Advances in mixed methods research. London: SAGE.
[5] Beutell, N., & Wittig-Berman, U. (2008). Work-family conflict and work-family synergy for Generation X, Baby Boomers, and Matures: Generational differences, predictors, and satisfaction outcomes. Journal of Managerial Psychology, 23(5), 507–523. | DOI 10.1108/02683940810884513
[6] Blaka, G., & Filstad, C. (2007). How does a newcomer construct identity? A socio-cultural approach to workplace learning. International Journal of Lifelong Education, 26(1), 59–73. | DOI 10.1080/02601370601151406
[7] Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What makes professional development effective? The Curriculum Journal, 15(1), 45–68. | DOI 10.1080/1026716032000189471
[8] Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning and innovation. Organization Science, 2(1), 40–57. | DOI 10.1287/orsc.2.1.40
[9] Cherri, H. C. Y. (2008). Intergenerational Learning in Hong Kong: A Narrative Inquiry. Available at: http://etheses.nottingham.ac.uk/486/1/Cherri_Ho_EdD_Thesis_2008.pdf.
[10] Corsten, M. (1999). Time of generations. Time & Society, 8(2), 249–272. | DOI 10.1177/0961463X99008002003
[11] Creswell, J. V., & Clark, V. P. (2007). Designing and conducting mixed methods research. London: SAGE.
[12] Crossan, M., Lane, H. W., & White, R. E. (1999). An organizational learning framework: From intuition to institution. Academic Management Review, 24(3), 522–537. | DOI 10.5465/amr.1999.2202135
[13] DeLong, D. W. (2004). Lost knowledge: Confronting the threat of an aging work force. Oxford: Oxford University Press.
[14] Dvořák, D., Starý, K., Urbánek, P., Chvátal, M., & Walterová, E. (2010). Česká základní škola: Vícepřípadová studie. [Czech basic school: a multiple-case study]. Praha: Karolinum.
[15] Elkjaer, B. (2004). Organizational learning: The "third way". Management Learning, 35(4), 419–434. | DOI 10.1177/1350507604048271
[16] Glass, A. (2007). Understanding generational differences for competitive success. Industrial and Commercial Training, 39(2), 98–103. | DOI 10.1108/00197850710732424
[17] Grehardi, S., & Nicolini, D. (2002). Learning the trade: A culture of safety in practice. Organization, 9(2), 191–223. | DOI 10.1177/1350508402009002264
[18] Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396–406. | DOI 10.1080/02601370304837
[19] Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. New York: Routledge.
[20] Illeris, K. (2010). Contemporary theories of learning. New York: Routledge.
[21] Kasíková, H., & Dubec, M. (2009). Spolupráce učitelů: Od větší k menší neznámé. [Teacher cooperation: Unfolding the unknown]. Studia Paedagogica, 14(1), 67–80.
[22] Kasl, E., Marsick, V., & Dechant, K. (1997). Teams as learners: A research-based model of team learning. Journal of Applied Behavioral Science, 33(2), 227–246. | DOI 10.1177/0021886397332010
[23] Kenner, C., Ruby, M., Gregory, E., Jessel, J., & Arju, T. (2007). Intergenerational learning between children and grandparents in East London. Journal of Early Childhood Research, 5(3), 219–243. | DOI 10.1177/1476718X07080471
[24] Kersh, N., & Evans, K. (2007). Competence development and workplace learning in the UK and Ireland: An overview. In L. Chisholm, H. Fennes, R. Spannring & A. Rosenthal (Eds.), Competence development at workplace learning (pp. 127–145). Innsbruck: Innsbruck University Press.
[25] Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.
[26] Kragelund, L. (2009). Netriviální teorie učení v praxi: příspěvek z oblasti klinické praxe budoucích zdravotních sester na nemocničním oddělení. [Non-trivial theory of learning in practice: a paper on clinical practice of trainee nurses in a hospital department]. In P. Novotný (Ed.), Pracoviště jako prostor k učení [Workplace as a space for learning] (p. 52–60). Brno: Masarykova univerzita.
[27] Lam, A. (2000). Tacit knowledge, organizational learning and societal institution: An integrated framework. Organization Studies, 21(3), 487–513. | DOI 10.1177/0170840600213001
[28] Langová, M. (1992). Učitel v pedagogických situacích. [Teacher in pedagogical situations]. Praha: Karolinum.
[29] Lazarová, B., Sekot, A., Koťa, J., Vašutová, J., Lukas, J., & Paulík, K. (2011). Pozdní sběr: O práci zkušených učitelů. [Late harvest: On work of experienced teachers]. Brno: Paido.
[30] Leiter, M., Jackson, N., & Shaughnessy, K. (2009). Contrasting burnout, turnover intention, control, value congruence and knowledge sharing between Baby Boomers and Generation X. Journal of Nursing Management, 17(1), 100–109. | DOI 10.1111/j.1365-2834.2008.00884.x
[31] Little, J. (1990). The persistence of privacy: Autonomy nad initiative in teacher's professional relations. Teachers College Record, 91(4), 509–536.
[32] Lukas, J. (2011). Vývoj a kariéra učitele. [Teachers development and career]. In B. Lazarová, A. Sekot, J. Koťa, J. Vašutová, J. Lukas & K. Paulík, O práci zkušených učitelů. [Late harvest: On work of experienced teachers]. Brno: Paido.
[33] Mannheim, K. (2007). Das Problem der Generationen. In K. Mainheim, Wissenssoziologie: Auswahl aus dem Werk (pp. 509–565). Berlin: Luchterhand.
[34] Mezirow, J. (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.
[35] Moon, J. A. (2004). A handbook of reflective and experiential learning. London: Routledge.
[36] Nehyba, J., Lazarová, B., Kolb, D., Korthagen, F., Boud, D., Jarvis, P., Moon, J. … Valenta, J. (2014). Reflexe v procesu učení: Desetkrát stejně a přece jinak... [Reflection in the process of learning: Ten times the same, and yet different…]. Brno: Masarykova univerzita.
[37] Oldroyd, D. (2005). Human resources for learning. In M. Coleman & P. Earley, Leadership and management in education. Cultures, change and context (pp. 187–207). Oxford: Oxford University Press.
[38] Patterson, C. (2007). The impact of generational diversity in the workplace. The Diversity Factor, 15(3), 17–22.
[39] Píšová, M., Duschinská, K., Kargerová, J., Lampertová, A., Lukavská, E., Szimetová, M., & Tomková, A. (2011). Mentoring v učitelství. [Mentoring in the teaching profession]. Praha: Univerzita Karlova v Praze.
[40] Pol, M. (2007). Škola v proměnách. [The school in transformations]. Brno: Masarykova univerzita.
[41] Pol, M., & Lazarová, B. (1999). Spolupráce učitelů – podmínka rozvoje školy: Řízení spolupráce, konkrétní formy a nástroje. [Teacher cooperation – a prerequisite to school development: Cooperation management, specific forms and tools]. Praha: STROM Praha.
[42] Průcha, J. (1998). Moderní pedagogika. [Modern pedagogy]. Praha: Portál.
[43] Průcha, J. (2002). Učitel: současné poznatky o profesi. [Teacher: current knowledge of the profession]. Praha: Portál.
[44] Rabušicová, M., Kamanová, L., & Pevná, K. (2001). O mezigeneračním učení. [On intergenerational learning]. Brno: Masarykova univerzita.
[45] Ramon, A. C., & Turrini, M. (2008). Grandparents and grandsons: Poetics of an intergenerational learning experience. Barcelona: eLearning Papers.
[46] Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
[47] Simons, R. J., & Ruiters, M. (2001). Learning professionals: Towards an integrated model. Paper presented at the Biannual conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
[48] Stankovic', D. (2009). Kolegiální vztahy a zapojení učitelů do rozvoje školy. [Collegial relations and teacher involvement in school development]. Studia Paedagogica, 14(1), 52–66.
[49] Šubrt, J., & Vinopal, J. (2013). Historické vědomí obyvatel České republiky perspektivou sociologického výzkumu. [Historical awareness among citizens of the Czech Republic from the perspective of sociological research]. Praha: Karolinum.
[50] Švaříček, R. (2009a). Narativní a sociální konstrukce profesní identity učitele experta. [Narrative and social construction of expert teacher professional identity]. (Dissertation thesis). Available at: https://is.muni.cz/auth/th/8942/ff_d/cele-po_korekci.pdf
[51] Švaříček, R. (2009b). Pomluvy jako mikropolitická strategie učitelů základní školy. [Gossip as basic school teachers' micro-political strategy]. Studia Paedagogica, 14(1), 87–108.
[52] Tempest, S. (2003). Intergenerational learning: A reciprocal knowledge development process that challenges the language of learning. Management Learning, 34(2), 181–200. | DOI 10.1177/1350507603034002002
[53] Urbancová, H., & Vnoučková, L. (2014). Dopad demografického vývoje na kontinuitu znalostí v organizacích České republiky. [The impact of demographic trends on continuity of knowledge in organizations in the Czech Republic]. Scientific Papers of the University of Pardubice, 30(1), 170–184.
[54] Urbánek, P. (2009). Pracovní zátěž a podmínky práce učitelů. [Teachers' workload and work conditions] In J. Průcha, Pedagogická encyklopedie. [Encyclopedia of Pedagogy]. (pp. 402–407). Praha: Portál.
[55] Verbiest, E. (2011). Developing professional learning communities. Paper presented at the AERA conference, New Orleans, USA.
[56] Verbiest, E., Ansems, E., Bakx, A., Grootswagers, A., Heijmen-Versteegen, I., Jongen, T., Uphoff, T. W., & Teurlings, C. (2005). Collective learning in schools described: Bulding collective learning capacity. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1), 17–38.