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Intergenerational professional development and learning of teachers: a mixed methods study

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dc.contributor.authorPortela Pruaño, Antonio
dc.contributor.authorBernárdez Gómez, Abraham
dc.contributor.authorMarrero Galván, Juan José
dc.contributor.authorNieto Cano, José Miguel
dc.contributor.departmentDidáctica y Organización Escolares
dc.date.accessioned2025-06-10T06:39:41Z
dc.date.available2025-06-10T06:39:41Z
dc.date.issued2022-10-06
dc.description© The Author(s) 2022. This manuscript version is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc/4.0/. This document is thePublished version of a Published Work that appeared in final form in International Journal of Qualitative Methods. To access the final edited and published work see https://doi.org/10.1177/16094069221133233es
dc.description.abstractSchools, as in the case of other organizations, face complex challenges due to generational phenomena. In addition to an increasingly aging teaching workforce, schools are becoming more age-diverse, with coexisting multiple generations. Two consequences of this situation are the declining availability of relevant and critical knowledge for schools as teachers retire and the difficulties associated with maintaining professional relationships among teachers of different generations. These challenges have highlighted the significance of understanding the relevance of generations of teachers and identifying ways to build on generational diversity. Specifically, intergenerational collaboration and learning are needed to meet these challenges. Accordingly, this study aims to (1) examine generational diversity among teachers, (2) inquire into their interactions and the learning processes accompanying collaborative experiences in professional development, and (3) explore how these experiences and processes can enhance professional learning and practice. To this end, an exploratory mixed methods research project is conducted, comprising a multiphase design with two exploratory sequential studies (QUAL→quan). The participants are a sample of beginner, veteran, and retired teachers from Spain’s publicly funded schools. In the qualitative strands of the study, data collection techniques comprise focus groups and semi-structured in-depth interviews followed by thematic analysis. In the quantitative strands, questionnaires (a multidimensional scale and a survey experiment) are the major data sources, which are subjected to descriptive and inferential statistical (factor and conjoint) analyses. The focus is primarily on the qualitative strands.es
dc.formatapplication/pdfes
dc.format.extent10es
dc.identifier.citationInternational Journal of Qualitative Methods. Volume 21. 2022
dc.identifier.doihttps://doi.org/10.1177/16094069221133233
dc.identifier.issnElectronic: 1609-4069
dc.identifier.urihttp://hdl.handle.net/10201/155740
dc.languagespaes
dc.publisherSAGE Publicationses
dc.relationthis work was supported by the Ministry of Science and Innovation (Spain), AEI (Spain), and European Regional Development Fund (EU) [Project RTI2018-098806-B-I00].es
dc.relation.publisherversionhttps://journals.sagepub.com/doi/full/10.1177/16094069221133233es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución-NoComercial 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectMixed methods researches
dc.subjectMultiphase designes
dc.subjectIntegrationes
dc.subjectTeacher developmentes
dc.subjectGenerationses
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo librees
dc.titleIntergenerational professional development and learning of teachers: a mixed methods studyes
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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