Professional relationships and professional learning from a generational perspective

Abstract

ABSTRACT This paper examines teacher interactions by considering their generational diversity. The scientific literature establishes that teachers constitute an increasingly heterogeneous group of people linked to different generations: novice teachers, veterans, and retirees. In order to characterise how teachers from generationally differentiated groups perceive their professional relationships and their impact, a descriptive study was carried out with a qualitative methodology, using discussion groups as a source of information. The sample consisted of teachers of different generations and educational stages, with a diverse geographical distribution throughout the Spanish territory. The results of the study support the idea that the generational diversity of teachers is a factor in professional learning and that effective professional development requires the provision of conditions that create opportunities for flexible and sustained interactions that allow for reflection and collaboration between generationally diverse teachers in the workplace.