Lecturers' and students' conceptions of authenticity in teaching and actual teacher actions and attributes students perceive as helpful.

Autor/inn/en	Kreber, Carolin; Klampfleitner, Monika
Titel	Lecturers' and students' conceptions of authenticity in teaching and actual teacher actions and attributes students perceive as helpful.
Quelle	In: Higher education, 66 (2013) 4, S. 463-487Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-013-9616-x
Schlagwörter	Prüfungsordnung; Anglistik; Physik; Studienverhalten; Rechtswissenschaft; Studentenschaft
Abstract	This study investigated an under-explored area in the field of academic practice: the meaning of the complex notion of authenticity in teaching. Combining conceptual with empirical investigation, data included philosophical texts, repertory grid interviews with fifty-five lecturers and students from Law, Physics and English Literature, and fourteen focus groups with forty-six students. Philosophical conceptions were compared to those held by students and lecturers. Qualitative and quantitative analyses of repertory grids revealed differences in experts'/philosophers' and lay-people's conceptions of authenticity and additionally showed how lecturers' and students' conceptions of authenticity in teaching differed from their conceptions of teaching effectiveness. Focus groups identified linkages between authenticity in teaching and actual teacher actions and attributes that students perceive as being conducive to their learning. The findings enhance the meaning of authenticity, show how it matters in university teaching and offer a hitherto lacking theoretical foundation for further research. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2014/2