Purpose The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover how the content of advice shapes these interactions. Four content-related advice and information-seeking networks are investigated in this study: subject-matter knowledge, classroom management, innovative teaching methods and ICT. Design/methodology/approach Data were collected from 660 teachers in ten secondary education schools in Flanders (Belgium) by using an online socio-metric survey. Social network analysis was conducted, more specifically quadratic assignment procedure and multilevel P2 modeling. Findings The findings underline the importance of investigating content-related advice networks. Generation affects the formation of interactions. First, the results revealed that older teachers are less likely to ask advice on subject-matter knowledge, classroom management and innovative teaching methods. Second, the data showed that older teachers are more likely to be asked for advice on subject-matter knowledge. Third, young teachers are more likely to be asked for advice on innovative teaching methods and ICT. Fourth, homophily effects occurred for the youngest teachers when advice is about subject-matter knowledge, and for the oldest teachers for advice about classroom management. Originality/value This study is innovative due to its application of social network analysis to investigate intergenerational knowledge flows, and due to its clear focus on content-related advice-seeking interactions that go beyond the approach of general advice and information-seeking interactions.

中文翻译：

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教师的代际建议和信息寻求：内容至关重要！

目的本文的目的是调查一代在佛拉芒中学团队中教师的建议和信息寻求互动中的作用，以及建议的内容如何影响这些互动。本研究调查了四个与内容相关的建议和信息搜索网络：主题知识，课堂管理，创新的教学方法和ICT。设计/方法/方法数据是使用在线社会指标调查从法兰德斯（比利时）的十所中学的660名教师中收集的。进行了社交网络分析，更具体地说是二次分配过程和多层P2建模。结果研究结果强调了调查与内容相关的建议网络的重要性。产生影响相互作用的形成。第一的，结果表明，年纪较大的教师不太可能就主题知识，课堂管理和创新的教学方法提出建议。其次，数据表明，年龄较大的教师更有可能被要求提供有关主题知识的建议。第三，青年教师更有可能被要求提供有关创新教学方法和信息通信技术的建议。第四，当对主题知识提出建议时，最年轻的老师发生同质效应，而对课堂管理的建议则出现在最老的教师身上。独创性/价值本研究之所以具有创新性，是因为其将社交网络分析应用于代际知识流的调查，并且由于其对与内容相关的寻求咨询的互动的明确关注，超出了一般咨询和寻求信息的互动的方式。