Academics’ teacher identities, authenticity and pedagogy
Abstract
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.
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New managerialism in higher education, with emphasis on accountability, control, productivity and efficiency, has resulted in fragmentation of academic labour, harsh competition for funding, diminished autonomy, and increasing administrative duties.
“The changing higher education policy context and so called ' new managerialism ' , with its emphasis on accountability, control, productivity and efficiency, have resulted in the fragmentation of academic labour, harsh competition for funding, diminished autonomy, and increasing administrative duties (e.g. Churchman and King 2009; Kreber 2010; Ylijoki and Henriksson 2017).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Kreber 2010
Anna found her 'authenticity' as a professional by leaning on her values and purposes, such as truly caring about the students and their learning, which transcended her own subjectivity and related (morally) to an inner commitment to certain values.
“It can be said that Anna found her ' authenticity ' as a professional by leaning on her values and purposes, such as truly caring about the students and their learning, which transcended her own subjectivity and related (morally) to an inner commitment to certain values (Kreber 2010).”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Kreber 2010
If there is constant competition between research and teaching, and greater institutional recognition and rewards are associated with research, as was experienced by Anna, there is a greater risk of fragmentation of professional identities and I-positions, along with ill-being and controversies in the academic community.
“If there is constant competition between research and teaching, and greater institutional recognition and rewards are associated with research (e.g. Korhonen and Törmä 2016; Kreber 2010; Ylijoki and Henriksson 2017), as was experienced by Anna, there is a greater risk of fragmentation of professional identities and I-positions, along with ill-being and controversies in the academic community.”
From Tensions and striving for coherence in an academic’s professional identity work (2018) · cites this paper as Kreber 2010
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
Self-Efficacy in Changing Societies
(1995) · doi:10.1017/cbo9780511527692 · Cited by 4,190 · see citing works
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Tensions and striving for coherence in an academic’s professional identity work
Arvaja, M. (2018) · Teaching in Higher Education · doi:10.1080/13562517.2017.1379483 · Cited by 51 · see citing works
“…with its emphasis on accountability, control, productivity and efficiency, have resulted in the fragmentation of academic labour, harsh competition for funding, diminished autonomy, and increasing administrative duties (e.g. Churchman and King 2009; Kreber 2010; Ylijoki and Henriksson 2017).”
BackgroundInfluentialMcCusker, P. (2013) · Journal of Transformative Education · doi:10.1177/1541344613482522 · Cited by 21 · see citing works
- Authors
- Kreber, C.
- Affiliations
- University of Edinburgh (GB)
- Corresponding author
- Kreber, Carolin
- ORCID
- Kreber, Carolin
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2009-12-09
- Volume
- 35
- Issue
- 2
- Pages
- 171-194
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W1995977434
- Cited by
- 256
- References
- 2
- Citations by year
- 2026: 14 · 2025: 13 · 2024: 19 · 2023: 15 · 2022: 16 · 2021: 19 · 2020: 23 · 2019: 22 · 2018: 14 · 2017: 21 · 2016: 12 · 2015: 14 · 2014: 7 · 2013: 14 · 2012: 12
- FWCI
- 46.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- teacher identity, authenticity, pedagogy, university faculty, university teaching, pedagogical theory
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