Formal and implicit conceptions of authenticity in teaching

Kreber, C., McCune, V. and Klampfleitner, M. (2010) Formal and implicit conceptions of authenticity in teaching. Teaching in Higher Education, 15(4), pp. 383-397. (doi: 10.1080/13562517.2010.493348)

Abstract

Recent literature in higher and adult education has identified ‘authenticity’ in teaching as a significant yet under-researched phenomenon lacking a straightforward definition. By exploring how academic teachers and their students, next to educational theorists and philosophers, understand the notion of authenticity in teaching we offer this empirical study as a contribution towards a deeper understanding of this complex and multi-dimensional construct. In order to identify teachers’ and students’ implicit conceptions we asked the former to participate in semi-structured interviews and the latter to take part in focus-group sessions, both of which we analysed for emerging themes. The results contribute to greater conceptual clarity of the concept, which is a crucial prerequisite for future studies exploring relationships between authenticity in teaching and its effects on students. Suggestions for future research are offered.

• Item Type: Articles
• Keywords: Authenticity, implicit and formal conceptions, university teaching
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: McCune, Dr Velda
• Authors: Kreber, C., McCune, V., and Klampfleitner, M.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
• Journal Name: Teaching in Higher Education
• Publisher: Routledge
• ISSN: 1356-2517
• ISSN (Online): 1470-1294
• Published Online: 07 July 2010