Preliminary communication
https://doi.org/10.21464/mo.29.1.8
Preschool teachers’ perspective on factors of intergenerational learning important for professional development
Aleksandra Šindić
orcid.org/0000-0001-8565-0464
; Faculty of Philosophy, University of Banja Luka, Bosnia and Herzegovina
Dragan Partalo
orcid.org/0000-0003-4680-1308
; Faculty of Philosophy, University of Banja Luka, Bosnia and Herzegovina
Nives Ličen
orcid.org/0000-0001-5032-4853
; Faculty of Arts, University of Ljubljana, Slovenia
Abstract
The theoretical framework of the study is represented by two concepts: intergenerational learning and professional development. Quantitative research conducted in 2021 on a sample of 108 preschool teachers of preschool institutions in the Banja Luka region (Bosnia and Herzegovina, Republic of Srpska) aimed to examine the perspective of preschool taechers on the factors of intergenerational learning important for their own professional development. Using factor analysis (Principal component analysis, PCA), three factors of intergenerational learning were singled out from the perspective of preschool teachers, and they are: professional cooperation and personal growth; inclusion of the elderly in educational work and humanities education; prejudices and stereotypes. The findings indicate that preschool teachers strongly recognize intergenerational learning in the context of personal growth, work and career, but also notice the humane and inclusive nature of intergenerational cooperation, while not prone to intergenerational stereotypes and prejudices against colleagues from other generations, and that encouraging professional cooperation, and the promotion and support of the inclusion of the elderly can contribute to the reduction of intergenerational conflicts and prejudices.
Keywords
preschool teacher; professional cooperation; humanities education; prejudices and stereotypes
Hrčak ID:
279494
URI
Publication date:
21.6.2022.
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