Learning Forward
Equity and excellence in teaching and learning.
FEATURE ARTICLE
Boomers and Millennials — Vive La Différence
How to Mesh Generational Styles in a Learning Community
By Learning Forward
October 2012
Vol. 33 No. 5
Teacher beliefs have a profound impact on instructional practice. According to Pajares (1992), beliefs determine how much effort a teacher puts forth and how long he or she will persist in the face of adversity. Many beliefs can be traced back to experiences teachers had when they were in school. Those early recollections of school events tend to be idealized and can taint perceptions of later events. Reluctance to alter those beliefs is not only a result of age and career stage, but also a consequence of collective memories and nostalgia. A major challenge in learning community design is creating a culture of collaboration among teachers with different beliefs. While recent research has examined the importance of shared beliefs (e.g. attitudes and values) in a
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The Millennial Teacher
- Expects to work with peers.
- Puts personal loyalties ahead of professional.
- Embraces change.
- Open to individual rewards.
- Adapts to shrinking job prospects.
- Not afraid to question authority.
The Boomer Teacher
- Values working independently.
- Puts professional ahead of personal.
- Resists change.
- Seeks equality in pay and protections.
- Laments shrinking job prospects.
- More deferent to authority.
References
Coggshall, J., Ott, A., Behrstock, E., & Lasagna, M. (2010). Retaining teacher talent: The view from Gen Y. Naperville, IL: Learning Point Associates & Public Agenda.
Corsten, M. (1999). The time of generation. Time & Society, 8(2-3), 249-272.
Hargreaves, A. (2005). Educational change takes ages. Teaching & Teacher Education, 21(8), 967-983.
Hess, N. & Jepsen, D. (2009). Career stage and generational differences in psychological contracts. Career Development International, 14(3), 261-283.
Howe, N. & Strauss, W. (2008). Millennials & K-12 schools: Educational strategies for a new generation. Great Falls, VA: LifeCourse Associates.
Johnson, S. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco, CA: Jossey-Bass.
Kupperschmidt, B. (2000). Multigeneration employees: Strategies for effective management. The Health Care Manager, 19(1), 65-76.
Little, J. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
Lovely, S. & Buffum, A. (2007). Generations at school: Building an age-friendly learning community. Thousand Oaks, CA: Corwin Press.
Nieto, S. (2001). What keeps teachers going? And other thoughts on the future of public education. Equity & Excellence in Education, 34(1), 6-15.
Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Peske, H., Liu, E., Johnson, S., Kauffman, D., & Kardos, S. (2001). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83(4), 304-311.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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