Academics' teacher identities, authenticity and pedagogy
Bibliographic Data
| ID | 4097166 |
|---|---|
| Authors | Carolin Kreber (University of Edinburgh, corresponding author) |
| Year | 2010 |
| Volume | 35 |
| Issue | 2 |
| Pages | 171-194 |
| Publication date | 2010-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070902953048 |
| OpenAlex | W1995977434 |
| Language | EN |
| Citations received | 56 |
| References cited | 21 |
Nine academics participated in semi‐structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the pedagogies they use. The data were subsequently re‐interpreted through the lens of authenticity, an evocative yet elusive construct whose meaning was clarified in earlier work. The study surfaces several conceptual linkages between teacher identity, pedagogy and authenticity, and suggests that authenticity might constitute a crucial link between teaching and the achievement of complex learning outcomes at undergraduate level. Academics’ personal theories of teaching, in particular the conceptions they hold of learners, are revealed as critical to the extent to which their pedagogies are ‘authentic’; the latter, ideally, offering contexts within which students are supported in developing their authenticity
Aesthetics · Authentic learning · Higher education · Mathematics education · Pedagogy · Sociology · Teaching method · Evaluation of Teaching Practices · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Ser professor
“You have to teach to your personality”
Developing a teacher identity in the university context
Teacher educators’ identity
The Politics of Teaching International Relations in the Arab World
Should teachers be authentic
To be a teacher, to be many other things and always to do the best. The identity and narratives of engineering professors
Teachers’ professional identity patterns in the stream of changes
The educational development of university teachers
Academic mentoring for a university career in the 21st century
Emoji Use as a Catalyst for Relationship Building and Sustaining Attention in Online Classes
‘Become what you are’
Being a teacher in a managerial university
Authentic assessment as relational pedagogy
Making connections
Academic identities in today’s university
Impact of Advance HE Fellowships on professional identity as an educator
Community perspectives on the contextual knowledge of pedagogical development in higher education
A systematic review and metasynthesis of qualitative research into teachers’ authenticity
On the complexities of educating student teachers
You Can Talk about Your Cat, but You Can Also Talk about Your God
From fragmented toward relational academic teacher identity
“Teaching, my passion; publishing, my pain”
Shifting from replication to recognition and care
Equity, sessional faculty, and sociological research
Lecturing within the panoptic scheme of prevent in an English University
Bureaucratizing Ethics
Examining authenticity in the native-speakerist context of EFL in Iran
Neoliberalism and Pakistani English teachers’ identities
Exploring the integration of teaching and research in the contemporary classroom
Becoming an academic in Spanish higher education
Are you for real? Investigating authenticity in community-based youth work practice
Development of the Pre-service Physical Education Teachers' Teacher Identity Scale
Navigating our way through the research-teaching nexus
The development of academics’ teacher identity
Rollengestaltung in der Hochschullehre
Identity formation and conflicting priorities of early career academics studying the Academic Professional Apprenticeship in England
Practice what you preach
A qualitative metasynthesis of teacher educator self-studies on social justice
Teacher identity in international programs
Philosophically Rooted Educational Authenticity as a Normative Ideal for Education
Pros and Cons of Work Passion
A tech-tonic shift
Preparing tourism, hospitality and events graduates to be industry ready
Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice
Teacher identities in a research‐led institution
Emerging Neoliberal Academic Identities
Portrait of a female sojourner academic
Academics' perceptions of what it means to be an academic
The scholarship of teaching and learning (SoTL)
Juggling hats
The impact of doctoral study on university lecturers' construction of self within a changing higher education policy context
Um novo olhar sobre a vida acadêmica
Constructing professional identity as a new academic
Academic development on the margins
How university teachers' authenticity and domestic university brand can reduce students' intention to migrate? Evidence from Iranian higher education institutions
Self-Efficacy in Changing Societies
Knowledge, Higher Education, and the New Managerialism
The Courage to Teach
A Future for Higher Education?
The characteristics of subject matter in different academic areas.
Towards a New Academic Professionalism
The Ethics of Authenticity
Authenticity and Constructivism in Education
Personal theories of teaching
Department-level Cultures and the Improvement of Learning and Teaching
Situated Learning
Mind, Self, and Society
School Teacher
| Unique citing works | 56 |
|---|---|
| Citations per year | 4 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |