Primary School Teachers’ Views on Intergenerational Learning

Abstract

The purpose of this study is to determine the views of primary school teachers on intergenerational learning (IGL). The study group consists of eight primary schools in the central district of Düzce during the 2013-2014 academic year and 13 teachers who teach in these schools. Participants were selected among teachers working in Düzce's city center by using the criterion sampling method, one of the purposive sampling methods. Phenomenological design, a qualitative research design, was used in the study. The data was collected by the researcher through semi-structured interview questions that were developed through pre-interviews conducted with the teachers alongside research into the literature. According to the research findings, IGL is not a conscious, effective, or consistent situation among teachers from different generations. Members of younger and older generations were determined to not be eager enough to learn from each other in order to improve themselves. Inquirybased learning and observational learning were more preferred as intergenerational learning methods among teachers from different generations. While the younger generations of teachers assist the older ones more with technological issues; the older generations of teachers convey their experiences in classroom management to the younger ones. The most important obstacle preventing intergenerational learning between teachers from different generations is lack of communication.

Intergenerational learning in private higher education institutions: strategies and factors of influence

“…Furthermore, the results contradict Polat and Kazak (2015) and support Klein and Shapira-Lishchinsky (2016) by showing that the selection of the most appropriate IGL strategies is strongly influenced by organizational factors, especially by those describing institution's structural capital. In other words, although IGL may appear as a conscious, effective or consistent situation among teachers, the organizational factors can either stimulate or inhibit it.…”

“…Regarding the factors that influence IGL among teachers, researchers' opinions are split. According to Polat and Kazak (2015), the focus should not be on the IGL strategies but on the factors that may influence them since IGL is not a conscious, effective or consistent situation among teachers; it occurs whenever teachers communicate with one another. Therefore, IGL falls under the responsibility of each individual; the members of the academic community decide if they want to share their knowledge with their younger/older colleagues or if they want to gain access to their co-workers’ knowledge.…”

Preparing for Industry 5.0: a methodology for avoiding corporate amnesia

“…, 2022); formal and informal networks of peers are established, knowledge is shared and relationships are strengthened (Al-Zoubi et al. , 2022; Polat and Kazak, 2015). Following the same principles, the use of enterprise social networks involves connecting employees through a web-based platform, while enhancing experts' identification and providing access to some of their resources even when they are no longer part of the network (Leon et al.…”

“…Researchers focusing on modern knowledge sharing strategies tend to take into account the benefits of the Internet of Things and digitalization and claim that corporate amnesia could be avoided by using online communities of practice (Al-Zoubi et al, 2022;Jia et al, 2022), enterprise social networks (Chatterjee et al, 2021;Leon et al, 2017;Liu et al, 2023) and serious games (Spanellis et al, 2020;Sprinkle and Urick, 2018). Online communities of practice bring together the employees who have a common interest, solve specific problems and create new knowledge by practicing together (Jia et al, 2022); formal and informal networks of peers are established, knowledge is shared and relationships are strengthened (Al-Zoubi et al, 2022;Polat and Kazak, 2015). Following the same principles, the use of enterprise social networks involves connecting employees through a web-based platform, while enhancing experts' identification and providing access to some of their resources even when they are no longer part of the network (Leon et al, 2017).…”

Intergenerational Learning - a Topic of Discussion or a Reality? Taking a Closer Look at the Academics

“…Taking a Closer Look at the Academics types are: (i) adopting intergenerational learning, (ii) exploratory intergenerational learning, (iii) transformative intergenerational learning, and (iv) inspiration-driven intergenerational learning. The scholars from the latter category take into consideration the particularities of various industries, such as aerospace and pharmaceutical (Kuyken et al, 2018), automotive (Gerpott, Lehmann-Willenbrock, & Voelpel, 2017;Short, 2014), nursing (Gallo, 2011;Harvey, 2012), high-tech (Kaminska & Borzillo, 2018), manufacturing, retail trade, and transportation and warehousing (Burmeister, Fasbender, & Deller, 2018), and education (Kazak & Polat, 2018;Klein & Shapira-Lishchinsky, 2016;Polat & Kazak, 2015).…”