Primary School Teachers’ Views on Intergenerational Learning

Author/s: Soner Polat, Ender Kazak

DOI: 10.12738/estp.2015.5.2523 

Year: 2015 Vol: 15 Number: 5

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.

Keywords
Intergenerational learning, Younger generation, Older generation, Primary school teacher

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