You are here:

Teachers' perceptions of intergenerational knowledge flows
ARTICLE

, ,

TATE Volume 56, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In this qualitative study we look at knowledge brokering from an intergenerational teacher perspective. This study aims at describing how teachers perceive colleagues from other generations in terms of knowledge demands and knowledge supplies, and how processes of knowledge-sharing across teachers of different generations take place. Our findings suggest that teachers' perceptions about skills and knowledge of colleagues from other generations can be understood as knowledge demands and supplies and that knowledge flow between knowledge demands and supplies can be affected by perceptions about teachers' attitudes. Furthermore, our findings exemplify the occurrence of intergenerational knowledge brokerage processes within school teams.

Citation

Geeraerts, K., Vanhoof, J. & Van den Bossche, P. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education: An International Journal of Research and Studies, 56(1), 150-161. Elsevier Ltd. Retrieved April 5, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.01.024

Keywords