Publication: Intergenerational professional development and learning of teachers: a mixed methods study
Loading...
Date
2022-10-06
Authors
Portela Pruaño, Antonio ; Bernárdez Gómez, Abraham ; Marrero Galván, Juan José ; Nieto Cano, José Miguel
item.page.secondaryauthor
item.page.director
Publisher
SAGE Publications
publication.page.editor
publication.page.department
DOI
https://doi.org/10.1177/16094069221133233
item.page.type
info:eu-repo/semantics/article
Description
© The Author(s) 2022. This manuscript version is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc/4.0/. This document is thePublished version of a Published Work that appeared in final form in International Journal of Qualitative Methods. To access the final edited and published work see https://doi.org/10.1177/16094069221133233
Abstract
Schools, as in the case of other organizations, face complex challenges due to generational phenomena. In addition to an increasingly aging teaching workforce, schools are becoming more age-diverse, with coexisting multiple generations. Two consequences of this situation are the declining availability of relevant and critical knowledge for schools as teachers retire and the difficulties associated with maintaining professional relationships among teachers of different generations. These challenges have highlighted the significance of understanding the relevance of generations of teachers and identifying ways to build on generational diversity. Specifically, intergenerational collaboration and learning are needed to meet these challenges. Accordingly, this study aims to (1) examine generational diversity among teachers, (2) inquire into their interactions and the learning processes accompanying collaborative experiences in professional development, and (3) explore how these experiences and processes can enhance professional learning and practice. To this end, an exploratory mixed methods research project is conducted, comprising a multiphase design with two exploratory sequential studies (QUAL→quan). The participants are a sample of beginner, veteran, and retired teachers from Spain’s publicly funded schools. In the qualitative strands of the study, data collection techniques comprise focus groups and semi-structured in-depth interviews followed by thematic analysis. In the quantitative strands, questionnaires (a multidimensional scale and a survey experiment) are the major data sources, which are subjected to descriptive and inferential statistical (factor and conjoint) analyses. The focus is primarily on the qualitative strands.
publication.page.subject
Citation
International Journal of Qualitative Methods. Volume 21. 2022
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc/4.0/