The Potentiality of Authenticity in Becoming a Teacher

Brook, Angus

doi:10.1002/9781444322828.ch6

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…Phenomenological research seeks to 'describe, explain and interpret a phenomenon, situation or experience by identifying the meaning of these as understood by the participants …' (Cohen, Manion & Morrison, 2018, p. 300). Interpretivist phenomenologists seek knowledge through interactions between researchers and participants, and interpret the meaning of the participants' contributions, rather than analyse their descriptions (Brook, 2009). To gain insight into the thinking of children and enable such interpretation, the first researcher was immersed in the school lives of the children, participating alongside them in their daily experiences over the four school terms of the first year of compulsory school, in order to build relationships and gain trust.…”

Section: Methodsmentioning

confidence: 99%

Sharing Power with Children: Repositioning Children as Agentic Learners

Ruscoe

Barblett

Barratt-Pugh

2018

Australasian Journal of Early Childhood

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CHILDREN ARE FIRST-HAND WITNESSES of their childhood and experiences of learning. However, their perspectives are seldom sought by educators, who traditionally hold views of children as being innocent and dependent upon adults to 'know what's best' for nurturing children's wellbeing and future trajectories. This research seeks to raise the credibility of young children's unique perspectives, by viewing them as active agents and insightful contributors to our understanding of the phenomenon of learning. Through an interpretivist paradigm, 17 public school children, aged five to six years, from a pre-primary class in Perth, Western Australia, were interviewed to gain insight into their perceptions, perspectives and understanding of learning. The children were invited to draw representations of themselves while learning, and to explain what they were drawing as they drew. The children's responses provide insight into their experiences of school and learning, what they perceive learning is like for them, and what they believe is required for learning in their first year of compulsory school. The diversity of the children's responses reflects the socio-cultural impact of their ecological systems in shaping their beliefs about how learning takes place. The findings also reveal children's existing agency in the learning process, regardless of what an educator may afford, and illuminates that children are discerning about what is important for them to learn and what may be the best context for learning. This study assists in bridging the gap between child-and adult-held beliefs, and moves toward the co-construction of a new understanding of learning in early childhood. This shared understanding can be used as a platform for reconsidering what is valued in early childhood pedagogy and for promoting attitudes toward a child's capacity as a learner that foster early years practices, which are truly responsive to the contemporary child.

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Section: Methodsmentioning

confidence: 99%

Sharing Power with Children: Repositioning Children as Agentic Learners

Ruscoe

Barblett

Barratt-Pugh

2018

Australasian Journal of Early Childhood

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“…The emphasis on teacher authenticity is likewise connected to particular pedagogical strategies and the cultivation of authenticity among students. For example, Brook's (2009) account of becoming an authentic teacher includes 'the intrinsic goal of the teacher to care for the authenticity of students' (p. 53).…”

Section: The Problem Of Educational Authenticitymentioning

confidence: 99%

“…As with the posters directed at students, such reassuring phrases reflect a philosophical stance about identity that has sedimented into popular wisdom. The literature on teacher authenticity ranges from how-to manuals (Cranton, 2001) to phenomenological analysis (Brook, 2009) to empirical studies of different teachers' practices and beliefs (Kreber and Klampfleitner, 2013). The much-cited book The Courage to Teach (Palmer, 1998) discusses authenticity at length without labeling it as such (Palmer uses 'identity and integrity' as a substitute).…”

Section: The Problem Of Educational Authenticitymentioning

confidence: 99%

Authenticity and empathy in education

Bialystok

Kukar

2017

Theory and Research in Education

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The educational enthusiasm for both authenticity and empathy makes a number of assumptions about universal virtues, selfhood, the role of emotion in education, and the role of the teacher. In this article, we argue that authenticity and empathy are both nebulous virtues that teachers and students are called to embody with little reflection on how they are developed, taught, and modeled. Moreover, we propose that authenticity and empathy are engaged in a give-and-take relationship whereby they may not be fully actualized at the same time. By exploring some of the ways that authenticity and empathy make competing demands on the students’ and teacher’s selves, we suggest that they produce uncomfortable tensions, especially when confronted with the challenges of social justice education.

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“…Interpreting Heidegger’s concept of authenticity, Kellner (1973) defined authenticity as one of the possibilities chosen by individuals to extricate themselves from the phenomenon of other-directedness. Providing a phenomenological interpretation of education, Brook (2009) considered authenticity as “the key to the possibility of a lived experience of being a teacher” (p. 47). Despite a growing interest in authenticity in teaching in higher education (Barnett, 2004, 2007, 2009, 2011; Bonnett & Cuypers, 2003; Brook, 2009; Chickering, 2006; Chickering, Dalton, & Stamm, 2006; Kreber, 2013; Malm, 2008; Sarid, 2015; Splitter, 2009; Thompson, 2015; Tisdell, 2003) and authenticity in teaching in adult education (Ashton, 2010; Brookfield, 2006; Cranton, 2001; Kreber et al, 2007; Palmer, 1997), few studies empirically investigated authenticity in teaching from educators’ perspectives (Cranton & Carusetta, 2004; Kreber, McCune, Klampfleitner, 2010; Rappel, 2015; Vannini, 2007).…”

Section: Overview and Backgroundmentioning

confidence: 99%

Language Educators’ Understanding of Authenticity in Teaching and Its Impacts on Their Practices

Ramezanzadeh

2017

Adult Education Quarterly

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This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the instructions of Islam and the collectivist culture of Iran as a country in the Middle East. Three main themes were identified as follows: three-way pedagogical relationship, reflectivity, and context-appropriate adjustments. Three-way pedagogical relationship addressed educators’ learning experiences, subjects driven from the context, and the importance of learners. Also, reflectivity included reflection on content, process, and premise. Furthermore, context-appropriate adjustments referred to the disagreement with conformity to educational systems encouraging nativeness. Indeed, the participants conceptualized authenticity as finding one’s own voice in the midst of the dominant native voices, while reflecting on one’s own pedagogical practices and respecting one’s own religion and context.

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The Potentiality of Authenticity in Becoming a Teacher

Cited by 5 publications

References 8 publications

Sharing Power with Children: Repositioning Children as Agentic Learners

Sharing Power with Children: Repositioning Children as Agentic Learners

Authenticity and empathy in education

Language Educators’ Understanding of Authenticity in Teaching and Its Impacts on Their Practices

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