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Teacher professional dispositions as viewed by teachers in Spain: Is a generational perspective relevant?

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dc.contributor.authorPortela Pruaño, Antonio
dc.contributor.authorNegrín Medina, Miguel Ángel
dc.contributor.authorMarrero Galván, Juan José
dc.contributor.authorBernárdez Gómez, Abraham
dc.contributor.departmentDidáctica y Organización Escolares
dc.date.accessioned2025-06-10T06:59:10Z
dc.date.available2025-06-10T06:59:10Z
dc.date.issued2025-02-27
dc.description© The Author(s) 2025. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published Manuscript version of a Published Work that appeared in final form in The Australian Educational Researcher. To access the final edited and published work see https://doi.org/10.1007/s13384-025-00815-7es
dc.description.abstractThere is a growing interest in teacher quality, which must encompass teacher diversity, including a more age-diverse and ageing teacher workforce. Little is known about how generational change among teachers influences professional dispositions, which are key to teacher quality. This qualitative study investigated how young beginner, mature veteran and older retired teachers in Spain characterise generational groups of teachers according to their professional dispositions. A thematic analysis of data from discussion groups and interviews (n = 24 and n = 60, respectively) showed that the participants (n = 147) identified and had a similar understanding of two core professional dispositions: a sense of vocation and the engagement that it promotes. It was also found that they attributed differences to age, career path, and significant shared experiences. This suggests that, in their perception, these aspects shape their notion of teacher generations, which is important for understanding the contextual and changing nature of professional dispositions.es
dc.formatapplication/pdfes
dc.format.extent38es
dc.identifier.citationThe Australian Educational Researcher, 2025
dc.identifier.doihttps://doi.org/10.1007/s13384-025-00815-7
dc.identifier.issnPrint: 0311-6999
dc.identifier.issnElectronic: 2210-5328
dc.identifier.urihttp://hdl.handle.net/10201/155766
dc.languageenges
dc.publisherSpringeres
dc.relationOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This research was supported by the Ministry of Science and Innovation (Spain), the AEI [Spanish State Research Agency] (Spain), and the European Regional Development Fund (European Union) (Project RTI2018-098806-B-I00).es
dc.relation.ispartofDesarrollo profesional intergeneracional en educación:implicaciones en la iniciación profesional del profesoradoes
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s13384-025-00815-7es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectTeacher qualityes
dc.subjectTeacher diversityes
dc.subjectTeacher dispositionses
dc.subjectGenerationses
dc.subjectTeacher vocationes
dc.subjectTeacher engagementes
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo librees
dc.titleTeacher professional dispositions as viewed by teachers in Spain: Is a generational perspective relevant?es
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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