Have a personal or library account? Click to login
Generational Diversity among Teachers in the Workplace: Implications for Teacher Relationships, Identity and Development Cover

Generational Diversity among Teachers in the Workplace: Implications for Teacher Relationships, Identity and Development

Open Access
|Sep 2021

References

  1. Abu-Alruz, J., & Khasawneh, S. (2013). Professional identity of faculty members at higher education institutions: a criterion for workplace success. Research in Post-Compulsory Education, 18(4), 431–442. DOI: 10.1080/13596748.2013.847235.10.1080/13596748.2013.847235
  2. Beaton, F. (2017). Just in time and future-proofing? Policy, challenges and opportunities in the professional development of part-time teachers. International Journal for Academic Development, 22(1), 19–30. DOI: 10.1080/1360144X.2016.1261354.10.1080/1360144X.2016.1261354
  3. Billett, S. (2004). Workplace participatory practices: conceptualising workplaces as learning environments. Journal of Workplace Learning, 16(6), 312–324. DOI: 10.1108/13665620410550295.10.1108/13665620410550295
  4. Boehm, S. A., & Kunze, F. (2015). Age diversity and age climate in the workplace. In P. M. Bal, D. T. A. M. Kooij, D. M. Rousseau (Eds.), Aging workers and the employee-employer relationship (pp. 33–55). New York: Springer. DOI: 10.1007/978-3-319-08007-9_3.10.1007/978-3-319-08007-9_3
  5. Brücknerová, K., & Novotný, P. (2017). Intergenerational learning among teachers: overt and covert forms of continuing professional development. Professional Development in Education, 43(3), 397–415. DOI: 10.1080/19415257.2016.1194876.10.1080/19415257.2016.1194876
  6. Calleja, C. (2014). Jack Mezirow's conceptualisation of adult transformative learning: a review. Journal of Adult and Continuing Education, 20(1), 117–136. DOI: 10.7227/JACE.20.1.8.10.7227/JACE.20.1.8
  7. Durksen, T., Klassen, R., & Daniels, L. M. (2017). Motivation and collaboration: the keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53–66. DOI: 10.1016/j.tate.2017.05.011.10.1016/j.tate.2017.05.011
  8. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2014). Identity and agency in professional learning. In S. Billett, C. Harteis, H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 645-672). New York: Springer. DOI: 10.1007/978-94-017-8902-8_24.10.1007/978-94-017-8902-8_24
  9. Fibkins, W. L. (2012). Stopping the brain drain of skilled veteran teachers: retaining and valuing their hard-won experience. Maryland: Rowman & Littlefield.
  10. Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers' continuing professional development: contested concepts, understandings and models. Journal of In-service Education, 33(2), 153–169. DOI: 10.1080/13674580701292913.10.1080/13674580701292913
  11. Geeraerts, K., Tynjälä, P., & Heikkinen, H. L. T. (2018). Inter-generational learning of teachers: what and how do teachers learn from older and younger colleagues? European Journal of Teacher Education, 41(4), 479–495. DOI: 10.1080/02619768.2018.1448781.10.1080/02619768.2018.1448781
  12. Geeraerts, K., Vanhoof, J., & Van den Bossche, P. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education, 56, 150–161. DOI: 10.1016/j.tate.2016.01.024.10.1016/j.tate.2016.01.024
  13. Green, A. P., Eigel, L. M., James, J. B., Hartmann, D., & McLean, K. M. (2012). Multiple generations in the workplace: exploring the research, influence of stereotypes, and organizational applications. In W. C. Borman, J. W. Hedge (Eds.), The Oxford handbook of work and aging (pp. 483–500). Oxford: Oxford University Press. DOI: 10.1093/oxfordhb/9780195385052.013.0146.10.1093/oxfordhb/9780195385052.013.0146
  14. Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2020). Assessing the professional identity of primary student teachers: design and validation of the teacher identity measurement scale. Studies in Educational Evaluation, 64, pp. 1–10. DOI: 10.1016/j.stueduc.2019.100822.10.1016/j.stueduc.2019.100822
  15. Harrison, D. A., & Klein, K. J. (2007). What's the difference? diversity constructs as separation, variety, or disparity in organizations. Academy of Management Review, 32(4), 1199–1228. DOI: 10.5465/amr.2007.26586096.10.5465/amr.2007.26586096
  16. Henderson, R., & Noble, K. (2015). Professional learning, induction and critical reflection: building workforce capacity in education. London: Palgrave Macmillan. DOI: 10.1057/9781137473028.10.1057/9781137473028
  17. Hertel, G. & Zacher, H. (2018). Managing the aging workforce. In D. S. Ones, N. Anderson, H. K. Sinangil, C. Viswesvaran (Eds.), The SAGE handbook of industrial, work and organization psychology (2nd Edition, pp. 396–428), Volume 3. New York: Sage.
  18. Hong, J., Greene, B., & Lowery, J. (2016). Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study. Journal of Education for Teaching, 43(1), 84–98. DOI: 10.1080/02607476.2017.1251111.10.1080/02607476.2017.1251111
  19. Huizing, R. L. (2012). Mentoring together: a literature review of group mentoring. Tutoring: Partnership in Learning, 20(1), pp. 27–55. DOI: 10.1080/13611267.2012.645599.10.1080/13611267.2012.645599
  20. Illeris, K. (2017). How we learn: Learning and non-learning in school and beyond. Abingdon: Routledge.
  21. Joshi, A., Dencker, J. C., Franz, G., & Martocchio, J. J. (2010). Unpacking generational identities in organizations. The Academy of Management Review, 35(3), 392–414. DOI: 10.5465/AMR.2010.51141800.10.5465/AMR.2010.51141800
  22. Kardos, S. M., & Johnson, S. M. (2007). On their own and presumed expert: new teachers' experiences with their colleagues. Teachers College Record, 109(9), 2083–2106. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=12812. Access: 16.08. 2021.
  23. Kaskie, B. (2017). The academy is aging in place: assessing alternatives for modifying institutions of higher education. The Gerontologist, 57(5), 816–823. DOI: 10.1093/geront/gnw001.10.1093/geront/gnw001
  24. Kelan, E. K. (2014). Organising generations. What can sociology offer to the understanding of generations at work? Sociology Compass, 8(1), 20–30. DOI: 10.1111/soc4.12117.10.1111/soc4.12117
  25. 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. DOI: 10.1080/19415257.2014.955122.10.1080/19415257.2014.955122
  26. Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86, 1111–1150. DOI: 10.3102/0034654315627864.10.3102/0034654315627864
  27. Lerham, S. (2008). Novices and teachers journeying into real world teaching: how a veteran learns from novices. Teaching and Teacher Education, 24, 204–215.10.1016/j.tate.2006.07.010
  28. Levin, J. S., & Montero, L. (2014). Divided identity: Part-fime faculty in public colleges and universities. The Review of Higher Education, 37(4), 531–558. DOI: 10.1353/rhe.2014.0033.10.1353/rhe.2014.0033
  29. Lieberman, A., & Miller, L. (2014). Teachers as professionals: evolving definitions of stall development. In L. E. Martin, S. Kragler, D. J. Quatroche, K. L. Bauseman (Eds.), Handbook of professional development in education. Successful models and practices (pp. 3–21). New York: Guilford Press.
  30. Lieberman, A., & Pointer Mace, D. H. (2009). The role of 'accomplished teachers' in professional learning communities: uncovering practice and enabling leadership. Teachers and Teaching: Theory and Practice, 15(4), 459–470. DOI: 10.1080/13540600903057237.10.1080/13540600903057237
  31. Loughran, J. J. (2010). Seeing knowledge for teaching teaching: moving beyond stories. Studying Teacher Education, 6(3), 221–226. DOI: 10.1080/17425964.2010.518490.10.1080/17425964.2010.518490
  32. 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. DOI: 10.1002/job.1913.10.1002/job.1913
  33. Marcelo, C., & Gallego Domínguez, C. (2018). ¿Quién soy yo como maestro? Construcción de la identidad profesional en docentes principiantes. In I. Cantón Mayo, M. Tardif (Eds.), Identidad profesional docente (pp. 45–56). Madrid: Narcea.
  34. Marcelo, C., & Vaillant, D. (2018). Hacia una formación disruptiva de docentes. 10 claves para el cambio. Madrid: Narcea.
  35. McDonough, S., & McGraw, A. (2021). Thinking dispositions for teaching: enabling and supporting resilience in context. In C. F. Mansfield (Ed.), Cultivating teacher resilience (pp. 69–83). Singapore: Springer. DOI: 10.1007/978-981-15-5963-1.10.1007/978-981-15-5963-1
  36. Menter, I., & McLaughling, C. (2015). What do we know about teachers’ professional learning? In C. McLaughlin, P. Cordingley, R. McLellan, V. Baumfield (Eds.), Making a difference turning teacher learning inside-out (pp. 31–52). Cambridge: Cambridge University Press.
  37. Murphy, W. M. (2012). Reverse mentoring at work: fostering crossgenerational learning and developing millennial leaders. Human Resource Management, 51(4), 549–574. DOI: 10.1002/hrm.21489.10.1002/hrm.21489
  38. O’Neill, J., Hansen, S., & Lewis, E. (2014). Dispositions to teach: review and synthesis of current components and applications, and evidence of impact. New Zealand: Massey University, Institute of Education. Retrieved from https://www.education.govt.nz/assets/Uploads/DispositionsReportFinal100914.pdf. Access: 16.08.2021.
  39. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81, 376–407. DOI: 10.3102 /0034654311413609.10.3102/0034654311413609
  40. Paganelli, A., & Cangemi, J. (2019). Effects of aging faculty. Education, 139(3), 151–157. Retrieved from https://www.davidlynchfoundation.org/pdf/quiet-time-research/Quiet-Time-on-Social-Emotional-Learning.pdf. Access: 16.08.2021.
  41. Qin, J., Muenjohn, N. & Chhetri, P. (2014). A review of diversity: conceptualizations: variety, trends, and a framework. Human Resource Development Review, 13(2), 133–157. DOI: 10.1177/1534484313492329.10.1177/1534484313492329
  42. Romero-Tena, R., Perera, V. H., & Martín-Gutiérrez, A. (2020). Factors that influence the decision of Spanish faculty members to retire. British Educational Research Journal, 46(1), 58–74. DOI: 10.1002/berj.3566.10.1002/berj.3566
  43. Ropes, D. (2013). Intergenerational learning in organizations. European Journal of Training & Development, 37(8), 713–727. DOI: 10.1108/EJTD-11-2012-0081.10.1108/EJTD-11-2012-0081
  44. Santoro, N., Pietsch, M., & Borg, T. (2012). The passion of teaching: learning from an older generation of teachers. Journal of Education for Teaching, 38(5), 585–595. DOI: 10.1080/02607476.2013.739796.10.1080/02607476.2013.739796
  45. Schugurensky, D. (2000). The forms of informal learning: towards a conceptualization of the field (WALL Working Paper No. 19). Centre for the Study of Education and Work, Ontario Institute for Studies in Education, University of Toronto. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/2733/2/19formsofinformal.pdf. Access: 16.08.2021.
  46. Stoll, L., Harris, A., & Handscomb, G. (2012). Great professional development which leads to great pedagogy: nine claims from research. National College for School Leadership. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335707/Greatprofessional-development-which-leads-to-great-pedagogy-nine-claims-fromresearch.pdf. Access: 16.08.2021.
  47. Swap, W., Leonard, D., Shields, M., & Abrams, L. (2001). Using mentoring and storytelling to transfer knowledge in the workplace. Journal of Management Information Systems, 18(1), 95–114. DOI: 10.1080/07421222.2001.11045668.10.1080/07421222.2001.11045668
  48. Timonen, V., & Conlon, C. (2015). Beyond Mannheim: Conceptualising how people ‘talk’ and ‘do’ generations in contemporary society. Advances in Life Course Research, 24, 1–9. DOI: 10.1016/j.alcr.2015.03.001.10.1016/j.alcr.2015.03.001
  49. Ukpodoku, O. N. (2016). Realizing transformative learning and social justice education: unpacking teacher education. In S. M. Tomlinson-Clarke, D. L. Clarke (Eds.), Social justice and transformative learning: culture and identity in the United States and South Africa (pp. 113–142). Abingdon: Routledge.
  50. Watts, N. (2014). Grumpy old teachers? An Insight into the life experiences of veteran teachers. In M. P. Moreau (Ed.), Inequalities in the teaching profession: a global perspective (pp. 87–100). London: Palgrave Macmillan. DOI: 10.1057/9781137328601_5.10.1057/9781137328601_5
  51. Woodward, I., Vongswasdi, P., & More, E. (2015). Generational diversity at work: a systematic review of the research (Working Paper No. 2015/48/OB). INSEAD. DOI: 10.2139/ssrn.2630650.10.2139/ssrn.2630650
  52. Yip, J., & Kram, K. E. (2016). Developmental networks: Enhancing the science and practice of mentoring. In D. A. Clutterbuck, F. K. Kochan, L. G. Lunsford, N. Dominguez, J. Haddock-Millar (Eds.), The Sage handbook of mentoring (pp. 88–104). New York: Sage.
DOI: https://doi.org/10.2478/joim-2021-0061 | Journal eISSN: 2543-831X | Journal ISSN: 2080-0150
Language: English
Page range: 59 - 80
Submitted on: Jun 1, 2021
Accepted on: Jul 2, 2021
Published on: Sep 27, 2021
Published by: SAN University
In partnership with: Paradigm Publishing Services
Publication frequency: 4 issues per year

© 2021 Mónica Vallejo Ruiz, Mª Begoña Alfageme González, José Miguel Niezto Cano, Ana Torres Soto, Antonio Portela Pruaño, Mª Luisa García Hernández, published by SAN University
This work is licensed under the Creative Commons Attribution 4.0 License.