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Authenticity in teachers' lives and work: Some philosophical and empirical considerations
Malmö högskola.
2008 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, nr 4, s. 373-386Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In this article the concept of authenticity is explored within an educational context, using examples from the lives and work of teachers to illustrate the many qualities, dimensions and complexities involved in striving to be true to oneself. In educational settings authenticity has been aligned with personal commitment, meaningful contexts, realistic intentions, respect for students and on-going professional development. In essence, general fulfilment is attained when values pertaining to teachers’ personal and professional selves are in unison; when ‘‘what I am’’ and ‘‘what I do’’ are as true to ones nature as they can possibly be. By recognising and acknowledging authenticity as a personal process of engagement, manifested in teachers’ lives and work, we may acquire a deeper understanding of the kinds of practices and pedagogical encounters that enhance, or even limit, student and teacher development.

Ort, förlag, år, upplaga, sidor
2008. Vol. 52, nr 4, s. 373-386
Nyckelord [en]
Authenticity, Teacher competence, Teachers’ personal development, Teachers’ professional development
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URN: urn:nbn:se:miun:diva-31320DOI: 10.1080/00313830802184525OAI: oai:DiVA.org:miun-31320DiVA, id: diva2:1129625
Tillgänglig från: 2017-08-04 Skapad: 2017-08-04 Senast uppdaterad: 2017-08-09Bibliografiskt granskad

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