Family Learning Models in Intergenerational Perspective

J 2016

Family Learning Models in Intergenerational Perspective

RABUŠICOVÁ, Milada; Lenka KAMANOVÁ a Kateřina PEVNÁ

Základní údaje

Originální název

Family Learning Models in Intergenerational Perspective

Název česky

Modely učení v rodině v mezigenerační perspektivě

Autoři

RABUŠICOVÁ, Milada; Lenka KAMANOVÁ a Kateřina PEVNÁ

Vydání

The New Educational Review, Katovice, Wydawnictwo Adam Marszalek, 2016, 1732-6729

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Polsko

Utajení

není předmětem státního či obchodního tajemství

Impakt faktor

Impact factor: 0.149 v roce 2012

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/16:00088571

Organizační jednotka

Filozofická fakulta

DOI

https://doi.org/10.15804/tner.2016.45.3.05

EID Scopus

2-s2.0-84994517954

Klíčová slova česky

Mezigenerační učení; rodinné vztahy; mezigenerační komunikace; rodinné klima; rodinná soudržnost; proučící rodinná kultura

Klíčová slova anglicky

Intergenerational learning; family relationships; intergenerational communication; family climate; family cohesion; pro-learning family culture

Štítky

rivok

Změněno: 10. 4. 2017 19:55, Mgr. Marie Skřivanová

Anotace

V originále

The article deals with intergenerational learning in the Czech family from three generations perspective. Intergenerational learning means phenomena and processes aiding mutual transfer of knowledge, experiences, and attitudes in the family that take place in specific family life situations, in interactions, and during the shared activities of the participating generations: children, parents, and grandparents. The thesis of pro-learning family culture – the influence of family characteristics such as communication, family climate and cohesion on learning in the family is elaborated. The thesis on pro-learning family culture is developed further to identification of four different models of family learning from intergenerational perspective. A mixed research design has been used.

Návaznosti

GA13-07234S, projekt VaV

Název: Mezigenerační učení v různých sociálních prostředích

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

Citovat

RABUŠICOVÁ, Milada; Lenka KAMANOVÁ a Kateřina PEVNÁ. Family Learning Models in Intergenerational Perspective. The New Educational Review. Katovice: Wydawnictwo Adam Marszalek, 2016, roč. 45, č. 3, s. 64-75. ISSN 1732-6729. Dostupné z: https://doi.org/10.15804/tner.2016.45.3.05.

@article{1368481,
   author = {Rabušicová, Milada and Kamanová, Lenka and Pevná, Kateřina},
   article_location = {Katovice},
   article_number = {3},
   doi = {https://doi.org/10.15804/tner.2016.45.3.05},
   keywords = {Intergenerational learning; family relationships; intergenerational communication; family climate; family cohesion; pro-learning family culture},
   language = {eng},
   issn = {1732-6729},
   journal = {The New Educational Review},
   title = {Family Learning Models in Intergenerational Perspective},
   volume = {45},
   year = {2016}
}

TY  - JOUR
ID  - 1368481
AU  - Rabušicová, Milada - Kamanová, Lenka - Pevná, Kateřina
PY  - 2016
TI  - Family Learning Models in Intergenerational Perspective
JF  - The New Educational Review
VL  - 45
IS  - 3
SP  - 64-75
EP  - 64-75
PB  - Wydawnictwo Adam Marszalek
SN  - 17326729
KW  - Intergenerational learning
KW  - family relationships
KW  - intergenerational communication
KW  - family climate
KW  - family cohesion
KW  - pro-learning family culture
N2  - The article deals with intergenerational learning in the Czech family from three generations perspective. Intergenerational learning means phenomena and processes aiding mutual transfer of knowledge, experiences, and attitudes in the family that take place in specific family life situations, in interactions, and during the shared activities of the participating generations: children, parents, and grandparents. The thesis of pro-learning family culture – the influence of family characteristics such as communication, family climate and cohesion on learning in the family is elaborated. The thesis on pro-learning family culture is developed further to identification of four different models of family learning from intergenerational perspective. A mixed research design has been used.
ER  -

RABUŠICOVÁ, Milada; Lenka KAMANOVÁ a Kateřina PEVNÁ. Family Learning Models in Intergenerational Perspective. \textit{The New Educational Review}. Katovice: Wydawnictwo Adam Marszalek, 2016, roč.~45, č.~3, s.~64-75. ISSN~1732-6729. Dostupné z: https://doi.org/10.15804/tner.2016.45.3.05.

Přehled o publikaci