What Do You Mean by "Authentic"? A Comparative Review of the Literature on Conceptions of Authenticity in Teaching

Autor/inn/en	Kreber, Carolin; Klampfleitner, Monika; McCune, Velda; Bayne, Sian; Knottenbelt, Miesbeth
Titel	What Do You Mean by "Authentic"? A Comparative Review of the Literature on Conceptions of Authenticity in Teaching
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 58 (2007) 1, S.22-43 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713607305939
Schlagwörter	Teacher Characteristics; Teacher Behavior; Higher Education; Adult Education; Literature Reviews; Comparative Analysis; Educational Research; Philosophy; Definitions; Transformative Learning; Self Concept; Teacher Student Relationship; Moral Values; Self Actualization + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsforschung; Pädagogische Forschung; Philosophie; Begriffsbestimmung; Pädagogische Transformation; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Moral value; Ethischer Wert; Self actualisation; Selbstverwirklichung
Abstract	"Authenticity in teaching" has been recognized as an important yet under-researched phenomenon. To gain greater insight into the meaning of authenticity in teaching in adult and higher education settings, the authors delved into some of the philosophical and educational literature on authenticity, giving particular attention, but not confining their review, to the work of Taylor, Heidegger, and Noddings. This study is one of "making sense of authenticity in teaching" in light of the conceptions of authenticity underlying the reviewed texts. Authenticity in teaching emerged as a multidimensional phenomenon, and the findings are presented in the form of multiple features associated with it. Inspired by Taylor's concept of horizons of significance and Palmer's notion of the subject-centered classroom, the authors further propose that one dimension of authenticity in teaching relates to educators' care for the subject matter and thus engaging students in genuine dialogue around ideas that matter. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10