Teachers' perceptions of intergenerational knowledge flows

Kendra Geeraerts, J. Vanhoof, Piet van den Bossche

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)

Abstract

In this qualitative study we look at knowledge brokering from an intergenerational teacher perspective. This study aims at describing how teachers perceive colleagues from other generations in terms of knowledge demands and knowledge supplies, and how processes of knowledge-sharing across teachers of different generations take place. Our findings suggest that teachers' perceptions about skills and knowledge of colleagues from other generations can be understood as knowledge demands and supplies and that knowledge flow between knowledge demands and supplies can be affected by perceptions about teachers' attitudes. Furthermore, our findings exemplify the occurrence of intergenerational knowledge brokerage processes within school teams.
Original languageEnglish
Pages (from-to)150-161
Number of pages12
JournalTeaching and Teacher Education
Volume56
DOIs
Publication statusPublished - May 2016

Keywords

  • Intergenerational learning
  • School teams
  • Teacher development
  • Knowledge brokerage
  • Knowledge sharing
  • TACIT KNOWLEDGE
  • MODEL
  • MOTIVATION
  • GENERATIONAL-DIFFERENCES
  • WORKPLACE
  • CREATION
  • WORK
  • AGE

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