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ERIC Number: EJ1111616
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1356-2517
Authenticity in Teaching and Teachers' Emotions: A Hermeneutic Phenomenological Study of the Classroom Reality
Ramezanzadeh, Akram; Adel, Seyyed Mohammad Reza; Zareian, Gholamreza
Teaching in Higher Education, v21 n7 p807-824 2016
This study probed the conceptualization of authenticity in teaching and its link to teachers' emotional life through critical emotional praxis because emotions are integral to discovering who we really are (McCarthy, E. D. 2009. "Emotional Performances as Dramas of Authenticity." In "Authenticity in Culture, Self, and Society," edited by P. Vannini, and J. P. Williams, 241-255. London: Ashgate). The participants were 20 Iranian university teachers. Data were collected using interviews, field notes, and observation and were analyzed through the lens of hermeneutic phenomenology. The results revealed that authenticity in teaching consisted of themes of being one's own self, horizon of significance, and contestation resulted from the sense of responsibility, authentic relations, and de-constructive thinking which confirmed the dialogical nature of authenticity. The emotions connected to authenticity in teaching were Transition-Anger, love, and caring indicating that authenticity in teaching was a practice toward socially just teaching.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A