BRÜCKNEROVÁ, Karla, Lucie ŠKARKOVÁ and Petr NOVOTNÝ. Educational leadership for intergenerational learning among teachers. In Dorczak, Roman; Portela Pruaño, Antonio. Generational diversity and intergenerational collaboration among teachers: perspectives and experience. Kraków: Uniwersytet Jagielloński, 2020, p. 61-75. Monografie i Studia. ISBN 978-83-65688-65-1.
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Basic information
Original name Educational leadership for intergenerational learning among teachers
Authors BRÜCKNEROVÁ, Karla (203 Czech Republic, guarantor, belonging to the institution), Lucie ŠKARKOVÁ (203 Czech Republic, belonging to the institution) and Petr NOVOTNÝ (203 Czech Republic, belonging to the institution).
Edition Kraków, Generational diversity and intergenerational collaboration among teachers: perspectives and experience, p. 61-75, 15 pp. Monografie i Studia, 2020.
Publisher Uniwersytet Jagielloński
Other information
Original language English
Type of outcome Chapter(s) of a specialized book
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Poland
Confidentiality degree is not subject to a state or trade secret
Publication form printed version "print"
WWW "Online"
RIV identification code RIV/00216224:14210/20:00114629
Organization unit Faculty of Arts
ISBN 978-83-65688-65-1
Keywords in English intergenerational learning; learning among teachers; educational leadership
Tags rivok
Changed by Changed by: doc. Mgr. Martin Sedláček, Ph.D., učo 23221. Changed: 15/4/2021 11:08.
Abstract
The study aims to address the question of how intergenerational learning (IGL) among teachers takes place in various educational leadership contexts. We present an answer based on three case studies of schools with different approaches to educational leadership, each employing various support measures. We describe IGL within these three settings. We show how educational leadership influences the contents, the depth, and the density of IGL interactions. We conclude that more widespread IGL interactions might be secured by the general support of functional relationships among teachers. This kind of support is not able, in and of itself, to promote deeper learning. Deep and teachers in charge, b) the development of skills to give and receive support and feedback, and c) the accepted belief that IGL can be inspirational and beneficial for professional learning for each teacher no matter the generation.
Links
GA13-07234S, research and development projectName: Mezigenerační učení v různých sociálních prostředích
Investor: Czech Science Foundation, Intergenerational Learning in Various Social Environments
PrintDisplayed: 26/4/2024 09:59