Construing the Meaning of Authenticity in University Teaching: Comparing Explicit to Implicit Theories

Carolin Kreber, Monika Klampfleitner

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Although recent literature on university teaching highlights “authenticity” as an
    important concept, the meaning of this complex notion remains elusive. Sternberg (1990) proposed that we gain deeper insight into phenomena that are assumed to be of profound meaning but remain insufficiently understood if, alongside explicit theories of experts, we also consider the implicit theories of nonspecialists. This repertory grid study explored with a sample of lecturers their personal conceptions of authenticity in teaching and how these compare to explicit theories developed by educationalists and philosophers. Implications for theory and professional development, as well as future directions for research, are offered.
    Original languageEnglish
    Pages (from-to)34-69
    JournalJournal of Constructivist Psychology
    Volume25
    Issue number1
    Early online date27 Dec 2011
    DOIs
    Publication statusPublished - 2011

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