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ERIC Number: EJ881490
Record Type: Journal
Publication Date: 2010-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0307-5079
Academics' Teacher Identities, Authenticity and Pedagogy
Kreber, Carolin
Studies in Higher Education, v35 n2 p171-194 Mar 2010
Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the pedagogies they use. The data were subsequently re-interpreted through the lens of authenticity, an evocative yet elusive construct whose meaning was clarified in earlier work. The study surfaces several conceptual linkages between teacher identity, pedagogy and authenticity, and suggests that authenticity might constitute a crucial link between teaching and the achievement of complex learning outcomes at undergraduate level. Academics' personal theories of teaching, in particular the conceptions they hold of learners, are revealed as critical to the extent to which their pedagogies are "authentic"; the latter, ideally, offering contexts within which students are supported in developing "their" authenticity. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom