The purpose of the study is to examine inter-generational learning among teachers; in other words, how and what teachers learn from their elder or younger colleagues. The following research questions are addressed: (1) What do teachers learn from their younger and older colleagues? (2) How do they learn from their younger and older colleagues? The theoretical framework consists of literature about intergenerational learning (Novotný & Brücknerová, 2014; Ropes, 2011) categories of teacher knowledge (e.g. Shulman, 1987), and research on expert knowledge (Berliner, 2001). The data were collected in Belgium (16 teachers) and Finland (11 teachers) in 2015. A thematic qualitative approach was adopted in the analysis (Braun & Clarke, 2006). The study confirms majority of the learning takes place within the daily practice and discussions among the colleagues (Grosemans, Boon, Verclairen, Dochy, & Kyndt, 2015). The most important things the younger generation learn from their elder colleagues are related to classroom management, pedagogical content knowledge, assessment practices and self-regulative skills. The elder generation learns from their younger colleagues innovative teaching methods, including assignments and exams. Interestingly, some of the elder teachers find the impact of younger generation to their professional identity work important. So, professional identity work seems to be reciprocally influenced by both generations. Regarding the ways how teachers learn, we found similarities between learning from older and younger colleagues. Respondents indicated that learning occurred, for instance, by discussing; collaborating; sharing information, knowledge and experiences; providing and receiving advice and help; observing; reflecting; imitating; participating and adjusting practices.

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