Intergenerational Learning Among Teachers: An Interaction Perspective
Vol.19,No.4(2014)
Studia paedagogica
teacher learning; intergenerational learning; learning interactions; theory of learning by Knut Illeris
[1] Argyris, C. (1993). On organizational learning. Cambridge: Blackwell.
[2] Becton, J., Walker, H., & Jones-Farmer, A. (2014). Generational differences in workplace behavior. Journal of Applied Social Psychology, 44(3), 175–189. | DOI 10.1111/jasp.12208
[3] Bell, N., & Narz, M. (2007). Meeting the challenges of age diversity in the workplace. The CPA Journal, 77(2), 56–59.
[4] Bergman, M. M. (2008). Advances in mixed methods research. London: SAGE.
[5] Beutell, N., & Wittig-Berman, U. (2008). Work-family conflict and work-family synergy for Generation X, Baby Boomers, and Matures: Generational differences, predictors, and satisfaction outcomes. Journal of Managerial Psychology, 23(5), 507–523. | DOI 10.1108/02683940810884513
[6] 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), 59–73. | DOI 10.1080/02601370601151406
[7] Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What makes professional development effective? The Curriculum Journal, 15(1), 45–68. | DOI 10.1080/1026716032000189471
[8] Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning and innovation. Organization Science, 2(1), 40–57. | DOI 10.1287/orsc.2.1.40
[9] Cherri, H. C. Y. (2008). Intergenerational Learning in Hong Kong: A Narrative Inquiry. Available at: http://etheses.nottingham.ac.uk/486/1/Cherri_Ho_EdD_Thesis_2008.pdf.
[10] Corsten, M. (1999). Time of generations. Time & Society, 8(2), 249–272. | DOI 10.1177/0961463X99008002003
[11] Creswell, J. V., & Clark, V. P. (2007). Designing and conducting mixed methods research. London: SAGE.
[12] Crossan, M., Lane, H. W., & White, R. E. (1999). An organizational learning framework: From intuition to institution. Academic Management Review, 24(3), 522–537.
[13] DeLong, D. W. (2004). Lost knowledge: Confronting the threat of an aging work force. Oxford: Oxford University Press.
[14] Dvořák, D., Starý, K., Urbánek, P., Chvátal, M., & Walterová, E. (2010). Česká základní škola: Vícepřípadová studie. [Czech basic school: a multiple-case study]. Praha: Karolinum.
[15] Elkjaer, B. (2004). Organizational learning: The "third way". Management Learning, 35(4), 419–434. | DOI 10.1177/1350507604048271
[16] Glass, A. (2007). Understanding generational differences for competitive success. Industrial and Commercial Training, 39(2), 98–103. | DOI 10.1108/00197850710732424
[17] Grehardi, S., & Nicolini, D. (2002). Learning the trade: A culture of safety in practice. Organization, 9(2), 191–223. | DOI 10.1177/1350508402009002264
[18] Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396–406. | DOI 10.1080/02601370304837
[19] Illeris, K. (§§2007). How we learn: Learning and non-learning in school and beyond. New York: Routledge.
[20] Illeris, K. (2010). Contemporary theories of learning. New York: Routledge.
[21] Kasíková, H., & Dubec, M. (2009). Spolupráce učitelů: Od větší k menší neznámé. [Teacher cooperation: Unfolding the unknown]. Studia Paedagogica, 14(1), 67–80.
[22] Kasl, E., Marsick, V., & Dechant, K. (1997). Teams as learners: A research-based model of team learning. Journal of Applied Behavioral Science, 33(2), 227–246. | DOI 10.1177/0021886397332010
[23] Kenner, C., Ruby, M., Gregory, E., Jessel, J., & Arju, T. (2007). Intergenerational learning between children and grandparents in East London. Journal of Early Childhood Research, 5(3), 219–243. | DOI 10.1177/1476718X07080471
[24] Kersh, N., & Evans, K. (2007). Competence development and workplace learning in the UK and Ireland: An overview. In L. Chisholm, H. Fennes, R. Spannring & A. Rosenthal (Eds.), Competence development at workplace learning (pp. 127–145). Innsbruck: Innsbruck University Press.
[25] Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.
[26] Kragelund, L. (§§2009). Netriviální teorie učení v praxi: příspěvek z oblasti klinické praxe budoucích zdravotních sester na nemocničním oddělení. [Non-trivial theory of learning in practice: a paper on clinical practice of trainee nurses in a hospital department]. In P. Novotný (Ed.), Pracoviště jako prostor k učení [Workplace as a space for learning] (p. 52–60). Brno: Masarykova univerzita.
[27] Lam, A. (2000). Tacit knowledge, organizational learning and societal institution: An integrated framework. Organization Studies, 21(3), 487–513. | DOI 10.1177/0170840600213001
[28] Langová, M. (1992). Učitel v pedagogických situacích. [Teacher in pedagogical situations]. Praha: Karolinum.
[29] Lazarová, B., Sekot, A., Koťa, J., Vašutová, J., Lukas, J., & Paulík, K. (2011). Pozdní sběr: O práci zkušených učitelů. [Late harvest: On work of experienced teachers]. Brno: Paido.
[30] Leiter, M., Jackson, N., & Shaughnessy, K. (2009). Contrasting burnout, turnover intention, control, value congruence and knowledge sharing between Baby Boomers and Generation X. Journal of Nursing Management, 17(1), 100–109. | DOI 10.1111/j.1365-2834.2008.00884.x
[31] Little, J. (1990). The persistence of privacy: Autonomy nad initiative in teacher's professional relations. Teachers College Record, 91(4), 509–536.
[32] Lukas, J. (2011). Vývoj a kariéra učitele. [Teachers development and career]. In B. Lazarová, A. Sekot, J. Koťa, J. Vašutová, J. Lukas & K. Paulík, O práci zkušených učitelů. [Late harvest: On work of experienced teachers]. Brno: Paido.
[33] Mannheim, K. (§§2007). Das Problem der Generationen. In K. Mainheim, Wissenssoziologie: Auswahl aus dem Werk (pp. 509–565). Berlin: Luchterhand.
[34] Mezirow, J. (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.
[35] Moon, J. A. (2004). A handbook of reflective and experiential learning. London: Routledge.
[36] Nehyba, J., Lazarová, B., Kolb, D., Korthagen, F., Boud, D., Jarvis, P., Moon, J. … Valenta, J. (2014). Reflexe v procesu učení: Desetkrát stejně a přece jinak... [Reflection in the process of learning: Ten times the same, and yet different…]. Brno: Masarykova univerzita.
[37] Oldroyd, D. (2005). Human resources for learning. In M. Coleman & P. Earley, Leadership and management in education. Cultures, change and context (pp. 187–207). Oxford: Oxford University Press.
[38] Patterson, C. (2007). The impact of generational diversity in the workplace. The Diversity Factor, 15(3), 17–22.
[39] Píšová, M., Duschinská, K., Kargerová, J., Lampertová, A., Lukavská, E., Szimetová, M., & Tomková, A. (2011). Mentoring v učitelství. [Mentoring in the teaching profession]. Praha: Univerzita Karlova v Praze.
[40] Pol, M. (2007). Škola v proměnách. [The school in transformations]. Brno: Masarykova univerzita.
[41] Pol, M., & Lazarová, B. (1999). Spolupráce učitelů – podmínka rozvoje školy: Řízení spolupráce, konkrétní formy a nástroje. [Teacher cooperation – a prerequisite to school development: Cooperation management, specific forms and tools]. Praha: STROM Praha.
[42] Průcha, J. (1998). Moderní pedagogika. [Modern pedagogy]. Praha: Portál.
[43] Průcha, J. (2002). Učitel: současné poznatky o profesi. [Teacher: current knowledge of the profession]. Praha: Portál.
[44] Rabušicová, M., Kamanová, L., & Pevná, K. (2001). O mezigeneračním učení. [On intergenerational learning]. Brno: Masarykova univerzita.
[45] Ramon, A. C., & Turrini, M. (2008). Grandparents and grandsons: Poetics of an intergenerational learning experience. Barcelona: eLearning Papers.
[46] Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
[47] Simons, R. J., & Ruiters, M. (2001). Learning professionals: Towards an integrated model. Paper presented at the Biannual conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
[48] Stankovic', D. (2009). Kolegiální vztahy a zapojení učitelů do rozvoje školy. [Collegial relations and teacher involvement in school development]. Studia Paedagogica, 14(1), 52–66.
[49] Šubrt, J., & Vinopal, J. (2013). Historické vědomí obyvatel České republiky perspektivou sociologického výzkumu. [Historical awareness among citizens of the Czech Republic from the perspective of sociological research]. Praha: Karolinum.
[50] Švaříček, R. (2009a). Narativní a sociální konstrukce profesní identity učitele experta. [Narrative and social construction of expert teacher professional identity]. (Dissertation thesis). Available at: https://is.muni.cz/auth/th/8942/ff_d/cele-po_korekci.pdf
[51] Švaříček, R. (2009b). Pomluvy jako mikropolitická strategie učitelů základní školy. [Gossip as basic school teachers' micro-political strategy]. Studia Paedagogica, 14(1), 87–108.
[52] Tempest, S. (2003). Intergenerational learning: A reciprocal knowledge development process that challenges the language of learning. Management Learning, 34(2), 181–200. | DOI 10.1177/1350507603034002002
[53] Urbancová, H., & Vnoučková, L. (2014). Dopad demografického vývoje na kontinuitu znalostí v organizacích České republiky. [The impact of demographic trends on continuity of knowledge in organizations in the Czech Republic]. Scientific Papers of the University of Pardubice, 30(1), 170–184.
[54] Urbánek, P. (2009). Pracovní zátěž a podmínky práce učitelů. [Teachers' workload and work conditions] In J. Průcha, Pedagogická encyklopedie. [Encyclopedia of Pedagogy]. (pp. 402–407). Praha: Portál.
[55] Verbiest, E. (2011). Developing professional learning communities. Paper presented at the AERA conference, New Orleans, USA.
[56] Verbiest, E., Ansems, E., Bakx, A., Grootswagers, A., Heijmen-Versteegen, I., Jongen, T., Uphoff, T. W., & Teurlings, C. (2005). Collective learning in schools described: Bulding collective learning capacity. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1), 17–38.
Copyright © 2015 Studia paedagogica