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Professional relationships both within and outside the school: Barriers and opportunities from an intergenerational perspective

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dc.contributor.authorAzorín Abellán, Cecilia
dc.contributor.authorPortela Pruaño, Antonio
dc.contributor.authorNieto Cano, José Miguel
dc.contributor.authorAlfageme González, María Begoña
dc.contributor.departmentDidáctica y Organización Escolares
dc.date.accessioned2025-06-10T06:51:15Z
dc.date.available2025-06-10T06:51:15Z
dc.date.issued2022-10-11
dc.description© 2022, Emerald Publishing Limited. This document is the Published Manuscript, version of a Published Work that appeared in final form in Journal of Professional Capital and Community. To access the final edited and published work see https://doi.org/10.1108/JPCC-08-2022-0047
dc.description.abstractPurpose: This paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school. Design/methodology/approach: A qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment. Findings: The paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment. Originality/value: Although several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.es
dc.formatapplication/pdfes
dc.format.extent13es
dc.identifier.citationJournal of Professional Capital and Community, 2022, Vol. 7, N. 4, pp. 406-418
dc.identifier.doihttps://doi.org/10.1108/JPCC-08-2022-0047
dc.identifier.issnPrint: 2056-9548
dc.identifier.issnElectronic: 2056-9556
dc.identifier.urihttp://hdl.handle.net/10201/155743
dc.languageenges
dc.publisherEmeraldes
dc.relationThis work was funded by the Ministry of Science and Innovation (Spain), AEI (Spain) and European Regional Development Fund (EU) [Project RTI2018-098806-B-I00].es
dc.relation.ispartofDesarrollo profesional intergeneracional en educación: implicaciones en la iniciación profesional del profesoradoes
dc.relation.publisherversionhttps://www.emerald.com/insight/content/doi/10.1108/jpcc-08-2022-0047/full/htmles
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccess
dc.subjectProfessional relationshipses
dc.subjectIntergenerational relationshipses
dc.subjectTeacherses
dc.subjectEducational researches
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo librees
dc.titleProfessional relationships both within and outside the school: Barriers and opportunities from an intergenerational perspectivees
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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