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Cambridge Journal of Education Volume 51, 2021 - Issue 3
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Articles

A systematic review and metasynthesis of qualitative research into teachers’ authenticity

Urszula PlustSchool of Education, Centre for Human Flourishing, University of Nottingham, Nottingham, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4113-7153
ORCID Icon,
David MurphySchool of Education, Centre for Human Flourishing, University of Nottingham, Nottingham, UKORCID Iconhttps://orcid.org/0000-0003-0019-3124
ORCID Icon &
Stephen JosephSchool of Education, Centre for Human Flourishing, University of Nottingham, Nottingham, UKORCID Iconhttps://orcid.org/0000-0001-7171-3356
ORCID Icon
Pages 301-325 | Received 11 Feb 2020, Accepted 24 Sep 2020, Published online: 23 Nov 2020

Citations (8)

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Read on this site (4)

Rosanna Wilson, Edward Sellman & Stephen Joseph. (2023) Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers. Pastoral Care in Education 0:0, pages 1-21.
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Urszula Plust, Stephen Joseph & David Murphy. (2022) ‘SUCKING RESULTS OUT OF CHILDREN’ REFLECTIVE LIFEWORLD CASE STUDY OF A PRIMARY SCHOOL TEACHER STRIVING FOR AUTHENTICITY. British Journal of Educational Studies 70:6, pages 719-736.
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Alfredo Berbegal Vázquez, Abel Merino Orozco, Ana Arraiz Pérez & Fernando Sabirón Sierra. The ethics of care and the professional identity of teachers: implications for professionalization processes. Teacher Development 0:0, pages 1-22.
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Rosanna Wilson, Edward Sellman & Stephen Joseph. Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives. Educational Review 0:0, pages 1-21.
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Articles from other publishers (4)

Jocelyn Steinke, Katie Baumel & Meredith M. Turner. (2024) Cultivating Authenticity as Role Models: Women in STEM Influencers on Instagram. Science Communication.
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Anna Llewellyn. (2023) “Because I live it.”: LGB teacher identities, as professional, personal, and political. Frontiers in Education 8.
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Minseong Kim, Tami L. Knotts, Nancy D. Albers & Karen E. James. (2022) Emoji Use as a Catalyst for Relationship Building and Sustaining Attention in Online Classes: An Empirical Study. Education Sciences 12:12, pages 874.
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Karen Ramlackhan & Nicholas Catania. (2022) Fostering creativity, equity, and inclusion through social justice praxis. Power and Education 14:3, pages 282-295.
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