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Generational Diversity among Teachers in the Workplace: Implications for Teacher Relationships, Identity and Development

Author

Listed:
  • Ruiz Mónica Vallejo

    (University of Murcia Faculty of Education, Murcia, Spain)

  • González Mª Begoña Alfageme

    (University of Murcia Faculty of Education, Murcia, Spain)

  • Cano José Miguel Niezto

    (University of Murcia Faculty of Education, Murcia, Spain)

  • Soto Ana Torres

    (University of Murcia Faculty of Education, Murcia, Spain)

  • Pruaño Antonio Portela

    (University of Murcia Faculty of Education, Murcia, Spain)

  • Hernández Mª Luisa García

    (University of Murcia Faculty of Education, Murcia, Spain)

Abstract

Objective: This contribution aims to introduce a conceptual framework on generational diversity of teachers in order to analyze and understand its influence on the processes and results of professional interaction in schools. Methodology: In this conceptual piece, first, the relevance of generational diversity among teachers in their workplace is examined and justified, emphasizing the increasing aging of teaching staff. Next, generational diversity is explored by analyzing the concept of generation and the attributes used to distinguishing generations (particularly, age). Furthermore, evidence is considered regarding the impact on the construction of teacher relationships, paying particular attention to the context of collaborative relationships between teachers belonging to different generations and its effects on teacher learning and identity. Findings: Conclusions are drawn as to the potentialities of intergenerational learning. Value added: Despite representing a clear challenge for the educational organizations, generational diversity and intergenerational collaboration among teachers and school leaders have been scarcely studied so far. Recommendations: Conclusions are drawn as to the potentialities of intergenerational learning and implications for professional induction and collegial professional development are presented as well.

Suggested Citation

  • Ruiz Mónica Vallejo & González Mª Begoña Alfageme & Cano José Miguel Niezto & Soto Ana Torres & Pruaño Antonio Portela & Hernández Mª Luisa García, 2021. "Generational Diversity among Teachers in the Workplace: Implications for Teacher Relationships, Identity and Development," Journal of Intercultural Management, Sciendo, vol. 13(2), pages 59-80, June.
  • Handle: RePEc:vrs:joinma:v:13:y:2021:i:2:p:59-80:n:5
    DOI: 10.2478/joim-2021-0061
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    References listed on IDEAS

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    1. Stephan A. Boehm & Florian Kunze, 2015. "Age Diversity and Age Climate in the Workplace," Springer Books, in: P. Matthijs Bal & Dorien T.A.M. Kooij & Denise M. Rousseau (ed.), Aging Workers and the Employee-Employer Relationship, edition 127, chapter 0, pages 33-55, Springer.
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    Cited by:

    1. María Trinidad Cutanda-López & María Begoña Alfageme-González, 2022. "Teacher Training to Take Care of Students at Risk of Exclusion," Social Sciences, MDPI, vol. 11(12), pages 1-21, November.

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    More about this item

    Keywords

    Teachers; generations; teacher diversity; teacher collaboration; teacher professional development;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J71 - Labor and Demographic Economics - - Labor Discrimination - - - Hiring and Firing
    • J26 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Retirement; Retirement Policies

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