Academics' teacher identities, authenticity and pedagogy

Carolin Kreber

    Research output: Contribution to journalArticlepeer-review

    Abstract / Description of output

    Nine academics participated in semi-structured interviews to explore possible
    linkages between their teacher identities and the pedagogies they employ. A
    content analysis of the interviews was performed to gain insight into the factors
    playing a role in how academics define themselves as teachers, the larger
    educational goals they espouse and the pedagogies they use. The data were
    subsequently re-interpreted through the lens of authenticity, an evocative yet
    elusive construct whose meaning was clarified in earlier work. The study surfaces several conceptual linkages between teacher identity, pedagogy and authenticity, and suggests that authenticity might constitute a crucial link between teaching and the achievement of complex learning outcomes at undergraduate level. Academics’ personal theories of teaching, in particular the conceptions they hold of learners, are revealed as critical to the extent to which their pedagogies are ‘authentic’; the latter, ideally, offering contexts within which students are supported in developing their authenticity.
    Original languageEnglish
    Pages (from-to)171-194
    Number of pages24
    JournalStudies in Higher Education
    Issue number2
    Early online date9 Dec 2009
    Publication statusPublished - 2010


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