Authenticity in teaching and teachers' emotions: a hermeneutic phenomenological study of the classroom reality.

Autor/inn/en	Ramezanzadeh, Akram; Adel, Seyyed Mohammad Reza; Zareian, Gholamreza
Titel	Authenticity in teaching and teachers' emotions: a hermeneutic phenomenological study of the classroom reality.
Quelle	In: Teaching in higher education, (2016) 7, S.807-824Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1183616
Schlagwörter	Hermeneutic phenomenology; Critical emotional praxis; Socially just teaching; Authenticity in teaching; Teachers' emotions
Abstract	This study probed the conceptualization of authenticity in teaching and its link to teachers' emotional life through critical emotional praxis because emotions are integral to discovering who we really are (McCarthy, E. D. 2009. "Emotional Performances as Dramas of Authenticity." In Authenticity in Culture, Self, and Society, edited by P. Vannini, and J. P. Williams, 241-255. London: Ashgate). The participants were 20 Iranian university teachers. Data were collected using interviews, field notes, and observation and were analyzed through the lens of hermeneutic phenomenology. The results revealed that authenticity in teaching consisted of themes of being one's own self, horizon of significance, and contestation resulted from the sense of responsibility, authentic relations, and de-constructive thinking which confirmed the dialogical nature of authenticity. The emotions connected to authenticity in teaching were Transition-Anger, love, and caring indicating that authenticity in teaching was a practice toward socially just teaching.
Erfasst von	OLC
Update	2023/3/07