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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F17%3A00094658" target="_blank" >RIV/00216224:14210/17:00094658 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/19415257.2016.1194876" target="_blank" >http://dx.doi.org/10.1080/19415257.2016.1194876</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/19415257.2016.1194876" target="_blank" >10.1080/19415257.2016.1194876</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

This article interprets data from qualitative research into intergenerational learning (IGL) among teachers at Czech primary and secondary schools. The objective of the text is to answer the question: What are teachers of different generations learning from one another in schools and in what ways does this learning take place? Drawing on a framework adapted from Illeris, we perceive the basic principle of learning as content acquisition through interaction. Therefore, our answer has the form of an overview of forms of content (acceptable specific item, acceptable aggregate, challenging specific item, challenging aggregate, complex challenge) and forms of interaction (perception, experience, transmission, participation, perception). The data were collected through 22 interviews with teachers. The analysis employs selected procedures based in grounded theory. This allowed us to define four types of IGL: adopting IGL, transformative IGL, exploratory IGL and inspiration-taking IGL. This typology is discussed regarding its usefulness for understanding and planning teachers’ continuing professional development.

Název v anglickém jazyce

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

Popis výsledku anglicky

This article interprets data from qualitative research into intergenerational learning (IGL) among teachers at Czech primary and secondary schools. The objective of the text is to answer the question: What are teachers of different generations learning from one another in schools and in what ways does this learning take place? Drawing on a framework adapted from Illeris, we perceive the basic principle of learning as content acquisition through interaction. Therefore, our answer has the form of an overview of forms of content (acceptable specific item, acceptable aggregate, challenging specific item, challenging aggregate, complex challenge) and forms of interaction (perception, experience, transmission, participation, perception). The data were collected through 22 interviews with teachers. The analysis employs selected procedures based in grounded theory. This allowed us to define four types of IGL: adopting IGL, transformative IGL, exploratory IGL and inspiration-taking IGL. This typology is discussed regarding its usefulness for understanding and planning teachers’ continuing professional development.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA13-07234S" target="_blank" >GA13-07234S: Mezigenerační učení v různých sociálních prostředích</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Professional Development in Education

ISSN

1941-5265

e-ISSN

—

Svazek periodika

43

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

397-415

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-84978933175