Resumo

VALLEJO RUIZ, Mónica et al. Critical analysis of generational teaching diversity in the university context. InterCambios [online]. 2023, vol.10, n.2, pp.127-135.  Epub 01-Dez-2023. ISSN 2301-0118.  https://doi.org/10.29156/inter.10.2.13.

Professional collaboration is not independent of the institutional and organizational conditions in which it occurs; rather, it is determined by them. Among those that acquire special relevance for collaboration that is oriented to professional development and learning, we must place the generational differences between colleagues. This paper, through a well-founded theoretical reflection, aims to examine and justify the relevance of generational diversity in current university work contexts and to present a framework for analyzing and understanding teacher learning outcomes that involve intergenerational collaboration. In order to do so, initially, emphasis is placed on the reality of the ageing of the teaching workforce and the challenge that this entails for the education system. Next, generational diversity is substantiated on the basis of the available knowledge on the most prominent perspectives of conceptualization and characterization of the construct of generation, as well as the mechanisms of grouping on the basis of generational attributes, particularly age. Evidence is also reasoned about its impact on the construction of teaching relationships, paying particular attention to the context of collaborative relationships between teachers belonging to different generations and their effects on teachers’ learning and on the development of their identity and professional dispositions. Finally, it is discussed implications for socio-professional relations in university contexts.

Palavras-chave : generational diversity; university professional development; ageism; intergenerational learning.

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