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ERIC Number: EJ893573
Record Type: Journal
Publication Date: 2010-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1356-2517
Formal and Implicit Conceptions of Authenticity in Teaching
Kreber, Carolin; McCune, Velda; Klampfleitner, Monika
Teaching in Higher Education, v15 n4 p383-397 Aug 2010
Recent literature in higher and adult education has identified "authenticity" in teaching as a significant yet under-researched phenomenon lacking a straight-forward definition. By exploring how academic teachers and their students, next to educational theorists and philosophers, understand the notion of authenticity in teaching we offer this empirical study as a contribution towards a deeper understanding of this complex and multi-dimensional construct. In order to identify teachers' and students' implicit conceptions we asked the former to participate in semi-structured interviews and the latter to take part in focus-group sessions, both of which we analysed for emerging themes. The results contribute to greater conceptual clarity of the concept, which is a crucial prerequisite for future studies exploring relationships between authenticity in teaching and its effects on students. Suggestions for future research are offered. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A