Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

ORBIS SCHOLAE, Vol 10 No 1 (2016), 11–33

Informální mezigenerační učení v učitelských sborech: rozdíly v zapojení generací do učebních interakcí

[Informal Intergenerational Learning in Teaching Staff Teams: Differences in Involvement of Generations in Learning Interactions]

Petr Novotný, Karla Brücknerová

DOI: https://doi.org/10.14712/23363177.2016.12
published online: 24. 10. 2016


The paper is an attempt to make a contribution to an integral view of informal intergenerational learning among teachers in teaching staff teams. While many studies point out that a boom of interest in generational topics has shown “generationality” to be a topic relevant to studying the working environment, deeper analysis is still missing. The text presents findings from an analysis of data collected in a questionnaire survey among teachers (N = 319). The analysis is based on identifying forms, frequency and levels of interaction among teachers. Information concerning when and how teachers belonging to different generations learn from one another on an informal basis is used to infer conclusions about generation-related differences in involvement in intergenerational learning interactions. There are reasons to believe that constellations of partners with whom a specific teacher consciously enters interactions are changing over the teacher’s teaching career, the interactional structures widening, and while younger generations tend to have a marginal presence in group structures and school-wide interaction networks, interactional structures are widening for the middle and older generation (i.e. when the teacher enters an “expert” phase, to use other terminology). This also seems to be the reason why group forms of continuing professional development are rarely opted for by teachers at the onset of their careers while they are favoured by them more frequently in the later stages. The paper also discusses the linear nature of this process, referring to studies indicating that each teaching career stage features active and passive phases (in terms of continuing professional development) of varying length.

keywords: teacher; generation; intergenerational learning; learning interactions

references (52)

1. Bapuji, H., & Crossan, M. (2004). From questions to answers: reviewing organizational learning research. Management Learning, 35(4), 397−417. CrossRef

2. Barr, H., Freeth, D., Hammick, M., Koppel, I., & Reeves, S. (2000). Evaluations of interprofessional education. London: United Kingdom Review of Health and Social Care. Dostupné z http://caipe.org.uk/silo/files/evaluations-of-interprofessional-education.pdf

3. Becton, J. B., Walker, H. J., & Jones‐Farmer, A. (2014). Generational differences in workplace behavior. Journal of Applied Social Psychology, 44(3), 175−189. CrossRef

4. Blaka, G., & Filstad, C. (2007). How does a newcomer construct identity? A socio-cultural approach to workplace learning. International Journal of Lifelong Education, 26(1), 59−75. CrossRef

5. Brücknerová, K., & Novotný, P. (2015). Typologie mezigeneračního učení mezi učiteli. Lifelong Learning − celoživotní vzdělávání, 5(3), 140−162.

6. Corrigan, T., McNamara, G., & O'Hara, J. (2013). Intergenerational learning: A valuable learning experience for higher education students. Eurasian Journal of Educational Research, 52, 117−136.

7. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks: SAGE.

8. Crow, G. M., & Pounder, D. G. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36(2), 216−254. CrossRef

9. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133−156. CrossRef

10. Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113−136. CrossRef

11. Eraut, M. (2008). Learning from other people in the workplace. In K. Hall, P. Murphy, & J. Spoler (Eds.), Pedagogy and practice: Culture and identities (s. 40−57). London: Sage.

12. Gursoy, D., Chi, C. G.-Q., & Karadag, E. (2013). Generational differences in work values and attitudes among frontline and service contact employees. International Journal of Hospitality Management, 32, 40−48. CrossRef

13. Ho, C. C. Y. (2010). Intergenerational learning (between generation X & y) in learning families: A narrative inquiry. International Education Studies, 3(4), 59−72.

14. Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers' workplace interactions. American Educational Research Journal, 47(1), 181−217. CrossRef

15. Chappell, C., Rhodes, C., Solomon, N., Tennant, M., & Yates, L. (2003). Reconstructing the lifelong learner. London: RoutledgeFalmer. CrossRef

16. Chen, P.-J., & Choi, Y. (2008). Generational differences in work values: A study of hospitality management. International Journal of Contemporary Hospitality Management, 20(6), 595−615. CrossRef

17. Cherri, C. H. (2010). Intergenerational learning (between generation X & Y) in learning families: A narrative inquiry. International Education Studies, 3(4), 59.

18. Icenogle, M. (2001). Preparing for an age-diverse workforce: Intergenerational service-learning in social gerontology and business curricula. Educational Gerontology, 27(1), 49−70. CrossRef

19. Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. New York: Routledge.

20. Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice: London: Routledge.

21. Jarvis, P. (2009). Learning from everyday life. In P. Jarvis (Ed.), The Routledge international handbook of lifelong learning (19−30). London: Routledge.

22. Kasíková, H., & Univerzita Karlova. (2001). Kooperativní učení a vyučování: teoretické a praktické problémy. Praha: Karolinum.

23. Kennedy, A. (2014). Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688−697. CrossRef

24. King, F. (2014). Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education, 40(1), 89−111. CrossRef

25. Ko, L. S. (2012). Solidarity, ambivalence and multigenerational co-residence in Hong Kong. In S. Arber, & T. Timonen (Eds.), Contemporary grandparenting: Changing family relationships in global contexts, (91−112). Bristol: The Policy Press. CrossRef

26. Kruiningen, J. F. (2013). Educational design as conversation: A conversation analytical perspective on teacher dialogue. Teaching and Teacher Education, 29, 110−121. CrossRef

27. Lazarová, B. (2011). Pozdní sběr: O práci zkušených učitelů. Brno: Paido. Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. The Teachers College Record, 91(4), 509−536.

28. Livingstone, D. W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Centre for the Study of Education and Work / U.S. Department of Education (ERIC), OISE/UT.

29. Lyons, S., & Kuron, L. (2014). Generational differences in the workplace: A review of the evidence and directions for future research. Journal of Organizational Behavior, 35(S1), S139−S157. CrossRef

30. Mannheim, K. (1936). Essays on the Sociology of Knowledge. London: Routledge.

31. Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace. London: Routledge.

32. McCartney, E. (2009). Joining up working: Terms, types and tensions. In J. Forbes & C. Watson (Eds.), Service integration in schools: Research and policy discourses, practices and future prospects (s. 23−36). Rotterdam: Sense Publishers.

33. Närvänen, A.-L., & Näsman, E. (2004). Childhood as generation or life phase? Young, 12(1), 71−91. CrossRef

34. Novotný, P., Bosničová, N., Břenková, J., Fukan, J., Lazarová, B., Navrátilová, D., … Rabušicová, M. (2014). Age Management. Jak rozumět stárnutí a jak na něj reagovat. Možnosti uplatnění Age Managementu v České republice. Praha: Asociace institucí vzdělávání dospělých.

35. Novotný, P., & Brücknerová, K. (2014). Intergenerational learning among teachers: Interaction perspective. Studia Paedagogica, 19(4), 45−79. CrossRef

36. Novotný, P., & Evans, K. (2014). Celoživotní učení už není ve společenských vědách prázdným pojmem: rozhovor s Karen Evans. Studia Paedagogica, 19(3), 123−137. CrossRef

37. Oldroyd, D. (2005). Human resources for learning. In M. Coleman & P. Earley (Eds.), Leadership and management in education. Cultures, change and context (s. 187−207). Oxford: Oxford University Press.

38. Pietarinen, J., & Meriläinen, M. (2011). Aktivní a pasivní fáze kariéry učitele v kontextu málotřídní školy. Studia Paedagogica, 13(1), 65−83. Dostupné z http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/196/311

39. Pol, M. (2013). Když se školy učí. Brno: Masarykova univerzita.

40. Rabušicová, M., Kamanová, L., & Pevná, K. (2011). O mezigeneračním učení. Brno: Masarykova univerzita.

41. Ravet, J. (2012). From interprofessional education to interprofessional practice: exploring the implementation gap. Professional Development in Education, 38(1), 49−64. CrossRef

42. Ropes, D. C. (2011). Intergenerational learning in organisations − A research framework. In J. van Loo & M. Launikari (Eds.), Working and ageing (s. 105−123). Luxembourg: Publications Office of the European Union.

43. Ropes, D. C. (2013). Intergenerational learning in organizations. European Journal of Training and Development, 37(8), 713−727. CrossRef

44. Schlimbach, T. (2008). Generationen im Dialog: intergenerationelle Projektarbeit. Saarbrücken: VDM Publishing.

45. Schugurensky, D. (2000, říjen). The forms of informal learning: Towards a conceptualization of the field (working paper 19-2000). Příspěvek prezentován na 4. výroční konferenci New Approaches for Lifelong Learning (NALL). Dostupné z athttp://www.oise.utoronto.ca/depts/sese/csew/nall/res/19formsofinformal.htm.

46. Schullery, N. M. (2013). Workplace engagement and generational differences in values. Business Communication Quarterly, 76(2), 252−265. CrossRef

47. Spannring, R. (2008). Intergenerational learning in organisations. Summary of the literature report. Innsbruck: University Innsbruck.

48. Staudinger, U. M., & Lindenberger, U. (Eds.). (2003). Understanding human development: Life span psychology in exchange with other disciplines. Boston: Kluwer Academic. CrossRef

49. Sýkorová, D. (2007). Autonomie ve stáří. Praha: SLON.

50. Švaříček, R. (2009). Narativní a sociální konstrukce profesní identity učitele experta (Disertační práce). Brno: Masarykova univerzita.

51. Talbert, J. E. (2009). Professional learning communities at the crossroads: How systems hinder or engender change. In A. Hargreaves & A. Lieberman, et al., Second international handbook of educational change (s. 555−571). Dordrecht: Springer.

52. Wang X., & Dong X. (2010). Intergenerational knowledge transfer in the workplace: A sociological perspective. In E. Tsui (Ed.), Proceedings of the 7th International Conference on Intellectual Capital, Knowledge, Management and Organisational Learning: ICICKM (s. 498−506). Hong Kong: Polytechnic University.

Creative Commons License
Informální mezigenerační učení v učitelských sborech: rozdíly v zapojení generací do učebních interakcí is licensed under a Creative Commons Attribution 4.0 International License.

230 x 157 mm
periodicity: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177