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Educational Philosophy and Theory Volume 41, 2009 - Issue 1
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SPECIAL ISSUE
Phenomenology and Education

The Potentiality of Authenticity in Becoming a Teacher

Angus Brook University of Notre Dame Australia
Pages 46-59 | Published online: 09 Jan 2013

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Read on this site (8)

Akram Ramezanzadeh, Mahmood Reza Moradian & Abdolhossein Joodaki. (2023) Examining authenticity in the native-speakerist context of EFL in Iran: a turn towards bi/multilingualism. International Journal of Multilingualism 20:2, pages 488-503.
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Ian Fyfe & Alan Mackie. (2022) Are you for real? Investigating authenticity in community-based youth work practice. Journal of Youth Studies 0:0, pages 1-16.
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Colum Cronin & Kathleen M. Armour. (2017) ‘Being’ in the coaching world: new insights on youth performance coaching from an interpretative phenomenological approach. Sport, Education and Society 22:8, pages 919-931.
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Navé Wald & Tony Harland. (2017) A framework for authenticity in designing a research-based curriculum. Teaching in Higher Education 22:7, pages 751-765.
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Akram Ramezanzadeh, Seyyed Mohammad Reza Adel & Gholamreza Zareian. (2016) Authenticity in teaching and teachers’ emotions: a hermeneutic phenomenological study of the classroom reality. Teaching in Higher Education 21:7, pages 807-824.
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Florian Lüddecke. (2016) Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum?. Educational Philosophy and Theory 48:5, pages 509-524.
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Lauren Bialystok. (2015) Should teachers be authentic?. Ethics and Education 10:3, pages 313-326.
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Thuy T. Vu & Gloria Dall’Alba. (2014) Authentic Assessment for Student Learning: An ontological conceptualisation. Educational Philosophy and Theory 46:7, pages 778-791.
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Articles from other publishers (12)

Kai Horsthemke. (2019) Thinking without Heidegger?. Forum Pedagogiczne 9:1, pages 245-256.
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Akram Ramezanzadeh & Saeed Rezaei. (2019) Reconceptualising Authenticity in TESOL : A New Space for Diversity and Inclusion . TESOL Quarterly 53:3, pages 794-815.
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Amelia Ruscoe, Lennie Barblett & Caroline Barratt-Pugh. (2018) Sharing Power with Children: Repositioning Children as Agentic Learners. Australasian Journal of Early Childhood 43:3, pages 63-71.
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Lauren Bialystok & Polina Kukar. (2017) Authenticity and empathy in education. Theory and Research in Education 16:1, pages 23-39.
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Sarah J. Tracy & Matthew C. J. Donovan. 2018. Transformative Practice and Research in Organizational Communication. Transformative Practice and Research in Organizational Communication 202 220 .
Joshua SpierJoshua Spier. 2018. Heidegger and the Lived Experience of Being a University Educator. Heidegger and the Lived Experience of Being a University Educator 21 33 .
Akram Ramezanzadeh. (2017) Language Educators’ Understanding of Authenticity in Teaching and Its Impacts on Their Practices. Adult Education Quarterly 67:4, pages 286-301.
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Akram Ramezanzadeh, Gholamreza Zareian, Seyyed Mohammad Reza Adel & Ramin Ramezanzadeh. (2016) Authenticity in teaching: a constant process of becoming. Higher Education 73:2, pages 299-315.
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Soon Bok Park & 방준. (2016) “I am a teacher in general, not an English teacher”: Four Korean English language teachers’ perceptions. English Language Teaching 28:3, pages 39-61.
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Carolin Kreber & Monika Klampfleitner. (2013) Lecturers’ and students’ conceptions of authenticity in teaching and actual teacher actions and attributes students perceive as helpful. Higher Education 66:4, pages 463-487.
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Alberto Durán González, Mara Lúcia Garanhani, Maira Sayuri Sakay Bortoletto, Marcio José de Almeida, Regina Melchior & Elisabete de Fátima Polo Almeida Nunes. (2012) Fenomenologia heideggeriana como referencial para estudos sobre formação em saúde. Interface - Comunicação, Saúde, Educação 16:42, pages 809-817.
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Ann Webster-WrightAnn Webster-Wright. 2010. Authentic Professional Learning. Authentic Professional Learning 171 194 .

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