This article reports on the generational perspectives of two science teachers working in one urban school, a 38-year veteran and a second-year teacher. Despite numerous opportunities to work together, these teachers argued more than they collaborated. This research shows that at least some of the tension can be explained by the generational perspectives each brought with them to the classroom, perspectives that have been brought to the forefront by the recent demographic shift in the urban teacher workforce. Each teacher’s generational perspective is presented within a framework of technical culture, service ethic, and professional commitment. Implications for recruitment and retention are discussed.
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