Change and Innovation as Viewed by Teachers From Different Generations

  1. Pruaño, Antonio Portela 3
  2. Medina, Miguel Ángel Negrín 2
  3. Galván, Juan José Marrero 2
  4. Bernárdez-Gómez, Abraham 1
  1. 1 University of Vigo, Spain
  2. 2 University of La Laguna, Spain
  3. 3 University of Murcia, Spain
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Libro:
Perspectives on Empowering Intergenerational Relations in Educational Organizations

ISSN: 2329-5929,  2329-5937

ISBN: 9781668488881,  9781668488898

Año de publicación: 2023

Páginas: 58-81

Tipo: Capítulo de Libro

DOI: 10.4018/978-1-6684-8888-1.CH003 GOOGLE SCHOLAR lock_openAcceso abierto editor

Resumen

Educational change and innovation are needed to improve the quality and equity of education around the world. Teachers are therefore expected to make changes and to innovate both in their theoretical approaches and their practice. However, considerable variation can be found in the profession with regard to change and innovation. In particular, differences can be identified depending on teachers' age, career stage and generation. There is a paucity of research on these differences. To address this gap, a qualitative study focused on teacher orientation towards change and innovation was conducted. Data collected from discussion groups and interviews were analysed thematically. The findings indicated that the participants shared a similar understanding of change and innovation. However, data also showed differences regarding participants' orientation towards change and innovation that they attributed to age, professional experience, and various circumstances in their careers that were linked to their professional generations.

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