Authenticity in Teaching
New Directions for Adult and Continuing Education, Number 111
Published on 7. November 2006
Book
Paperback/Softback
96 pages
978-0-7879-9403-7 (ISBN)
Description
Becoming an authentic teacher appears to be a developmental process that relies on experience, maturity, self-exploration, and reflection. It is the purpose of this volume to explore a variety of ways of thinking about authenticity in teaching, from the perspective of both scholars and practitioners. This volume addresses five overlapping and interrelated aspects of teaching that impact a teacher's authenticity:
self-awareness and self-exploration
awareness of others (especially students)
relationships with students
awareness of cultural, social, and educational contexts and their influence on practice
critical self-reflection on teaching
Authenticity is one of those concepts, like soul, spirit, or imagination, that are easier to define in terms of what they are not than what they are. We can fairly easily say that someone who lies to students or pretends to know or who deliberately dons a teaching persona is not authentic. But do the opposite behaviors guarantee authentic teaching? Not necessarily...
This is the 111th volume of the quarterly journal, New Directions for Adult and Continuing Education.
Click here to access an entire list of issues for this journal.
self-awareness and self-exploration
awareness of others (especially students)
relationships with students
awareness of cultural, social, and educational contexts and their influence on practice
critical self-reflection on teaching
Authenticity is one of those concepts, like soul, spirit, or imagination, that are easier to define in terms of what they are not than what they are. We can fairly easily say that someone who lies to students or pretends to know or who deliberately dons a teaching persona is not authentic. But do the opposite behaviors guarantee authentic teaching? Not necessarily...
This is the 111th volume of the quarterly journal, New Directions for Adult and Continuing Education.
Click here to access an entire list of issues for this journal.
More details
Series
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Dimensions
Height: 228 mm
Width: 151 mm
Thickness: 6 mm
Weight
141 gr
ISBN-13
978-0-7879-9403-7 (9780787994037)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
PATRICIA CRANTON is professor of education and director of instructional development at Brock University in Ontario, Canada. She has received awards, including selection as a Distinguished Scholar at Brock University in 1991 and, in 1993, both the Ontario Confederation of University Faculty Association's Teaching Award and the Lieutenant Governor's Laurel Award for teaching excellence. Her previous books include Understanding and Promoting Transformative Learning.