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Authenticity in teachers' lives and work: Some philosophical and empirical considerations
Malmö högskola.
2008 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 4, p. 373-386Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2008. Vol. 52, no 4, p. 373-386
Keywords [en]
Authenticity, Teacher competence, Teachers’ personal development, Teachers’ professional development
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:miun:diva-31320DOI: 10.1080/00313830802184525OAI: oai:DiVA.org:miun-31320DiVA, id: diva2:1129625
Available from: 2017-08-04 Created: 2017-08-04 Last updated: 2017-08-09Bibliographically approved

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Malm, Birgitte

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