Authenticity in Teaching: A Constant Process of Becoming

Autor/inn/en	Ramezanzadeh, Akram; Zareian, Gholamreza; Adel, Seyyed Mohammad Reza; Ramezanzadeh, Ramin
Titel	Authenticity in Teaching: A Constant Process of Becoming
Quelle	In: Higher Education: The International Journal of Higher Education Research, 73 (2017) 2, S.299-315 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-0020-1
Schlagwörter	Foreign Countries; Data Collection; Interviews; Field Studies; Notetaking; Observation; Hermeneutics; Phenomenology; College Faculty; Data Analysis; Iran + Suchen Sie Ihr Suchwort? Ausland; Data capture; Datensammlung; Interviewing; Interviewtechnik; Praxisforschung; Beobachtung; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Fakultät; Auswertung
Abstract	This study probed the conceptualization of (in)authenticity in teaching and the way it could be enacted in pedagogical practices. The participants were a purposive sample of 20 Iranian university teachers. Data were collected using in-depth interviews, field notes, and observation. The collected data were analyzed through the lens of hermeneutic phenomenology. The results revealed that authenticity in teaching consisted of themes of being one's own self, pedagogical relationships, contestation, and ultimate meaning which were enacted in the participants' practices through their sense of responsibility, awareness of their possibilities, understanding of pedagogical relationships, self-reflection, critical reflection, and critical hope. Inauthenticity was also conceptualized as teacher-centered classroom manifested in the monologic discourse and traditional assessment which could confirm the dialogical nature of authenticity in teaching. For the participants of the present study, authenticity involved the constant process of becoming that deepened their understanding of themselves and others. Further findings are discussed in the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01