Typology of intergenerational learning among teachers.

k 2016

Typology of intergenerational learning among teachers.

BRÜCKNEROVÁ, Karla a Petr NOVOTNÝ

Základní údaje

Originální název

Typology of intergenerational learning among teachers.

Název česky

Typologie mezigeneračního učení mezi učiteli

Autoři

BRÜCKNEROVÁ, Karla a Petr NOVOTNÝ

Vydání

European Conference on Educational Research, Dublin, 22-26 August 2016, 2016

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Irsko

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/16:00088553

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

intergenerational learning; teacher; school; interactions; generation

Štítky

rivok

Příznaky

Recenzováno

Změněno: 11. 4. 2017 16:57, Mgr. Vendula Hromádková

Anotace

V originále

The goal of the paper is to use micro-level analysis of intergenerational learning (IGL below) situations to develop a typology of IGL among teachers, in order to increase our understanding of individual IGL situations as well as contribute to understanding IGL among teachers as an integral phenomenon. The paper first discusses possible approaches to IGL typology creation and then introduces a specific IGL typology based on qualitative research among basic and secondary school teachers in the Czech Republic. The research was opened by participant observation of more and less structured teacher encounters. The observation enabled creating a structure for one-to-one and group interviews, which was additionally adjusted. Selecting respondents, we aimed to account for their various degrees of involvement in IGL processes, generational variety and variety in terms of organizational structure. Data from 22 individual and group interviews was analyzed at three levels (open coding designed to identify IGL situations; situation analysis using content, interaction and incentives analysis; grounding the emerging typology in data). The typology we present identifies four IGL types based on their specific features in terms of content and interaction. Five types of intergenerational learning interactions were specified, distinguishing whether they are overt (transmission, imitation, experience) or covert (participation, perception). A second criterion for defining IGL types was the way the learner handled the learning content in question, namely whether they were trying to accept or adjust it. These specifics at the level of content and interaction helped us to define four types of intergenerational learning: accepting IGL, transforming IGL, exploratory IGL and inspiration-driven IGL. The paper concludes with a discussion of potential benefits of viewing IGL through the typology presented.

Návaznosti

GA13-07234S, projekt VaV

Název: Mezigenerační učení v různých sociálních prostředích

Investor: Grantová agentura ČR, Mezigenerační učení v různých sociálních prostředích

Citovat

BRÜCKNEROVÁ, Karla a Petr NOVOTNÝ. Typology of intergenerational learning among teachers. In European Conference on Educational Research, Dublin, 22-26 August 2016. 2016.

@proceedings{1367670,
   author = {Brücknerová, Karla and Novotný, Petr},
   booktitle = {European Conference on Educational Research, Dublin, 22-26 August 2016},
   keywords = {intergenerational learning; teacher; school; interactions; generation},
   language = {eng},
   title = {Typology of intergenerational learning among teachers.},
   year = {2016}
}

TY  - CONF
ID  - 1367670
AU  - Brücknerová, Karla - Novotný, Petr
PY  - 2016
TI  - Typology of intergenerational learning among teachers.
KW  - intergenerational learning
KW  - teacher
KW  - school
KW  - interactions
KW  - generation
N2  - The goal of the paper is to use micro-level analysis of intergenerational learning (IGL below) situations to develop a typology of IGL among teachers, in order to increase our understanding of individual IGL situations as well as contribute to understanding IGL among teachers as an integral phenomenon. The paper first discusses possible approaches to IGL typology creation and then introduces a specific IGL typology based on qualitative research among basic and secondary school teachers in the Czech Republic. The research was opened by participant observation of more and less structured teacher encounters. The observation enabled creating a structure for one-to-one and group interviews, which was additionally adjusted. Selecting respondents, we aimed to account for their various degrees of involvement in IGL processes, generational variety and variety in terms of organizational structure. Data from 22 individual and group interviews was analyzed at three levels (open coding designed to identify IGL situations; situation analysis using content, interaction and incentives analysis; grounding the emerging typology in data). The typology we present identifies four IGL types based on their specific features in terms of content and interaction. Five types of intergenerational learning interactions were specified, distinguishing whether they are overt (transmission, imitation, experience) or covert (participation, perception). A second criterion for defining IGL types was the way the learner handled the learning content in question, namely whether they were trying to accept or adjust it. These specifics at the level of content and interaction helped us to define four types of intergenerational learning: accepting IGL, transforming IGL, exploratory IGL and inspiration-driven IGL. The paper concludes with a discussion of potential benefits of viewing IGL through the typology presented.
ER  -

BRÜCKNEROVÁ, Karla a Petr NOVOTNÝ. Typology of intergenerational learning among teachers. In \textit{European Conference on Educational Research, Dublin, 22-26 August 2016}. 2016.

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