This book focuses on teachers as relationally-connected people, their thinking and beliefs, and how these in?uence teaching. It explores different philosophies and approaches toward teaching.
Author: Colin Gibbs
Many teachers discover that in order to teach with more inspiration, passion and power, they need to come to understand more about themselves. This book focuses on teachers as relationally-connected people, their thinking and beliefs, and how these in?uence teaching. It explores different philosophies and approaches toward teaching. Each, in turn, returns the reader to the central notion of seeking authenticity through relational connectedness. This career-long journey constantly reminds teachers of their humanness and humanity, and the need to know and understand more about themselves as well as their students. This book is for all teachers as well as for those who are training to be teachers. It will also appeal to anyone interested in seeking to understand and develop the holistic dimensions of teaching and learning.
and , 65 - 68 ; as dimension of authenticity , 1 - 2 Baptiste ' s pedagogy of
coercion , 11 - 13 Brookfield , S . D . , “ Authenticity and Power , ” 5 – 16 Fantasy : authentic teaching and , 36 – 37 ; imagination and , 31 ; reflecting on , 37 ; writing
Author: Patricia Cranton
Authenticity is one of those concepts, like soul, spirit, or imagination, that are easier to define in terms of what they are not than what they are. We can fairly easily say that someone who lies to students or pretends to know or who deliberately dons a teaching persona is not authentic. But do the opposite behaviors guarantee authentic teaching? Not necessarily ...
In the Introduction I made four broad claims: first, that authentic engagement in (
the scholarship of) teaching promotes authenticity in students (hence the title ' Authenticity in and through Teaching'); second, that authentic engagement in (the
Author: Carolin Kreber
What does it mean to be authentic? Why should it matter whether or not we become more authentic? How might authenticity inform and enhance the social practice of the scholarship of university teaching and, by implication, the learning and development of students? Authenticity in and through Teaching introduces three distinct perspectives on authenticity, the existential, the critical and the communitarian, and shows what moving towards greater authenticity involves for teachers and students when viewed from each of these angles. In developing the notion of ‘the scholarship of teaching as an authentic practice', this book draws on several complementary ideas from social philosophy to explore the nature of this practice and the conditions under which it might qualify as 'authentic'. Other concepts guiding the analysis include ‘virtue’, 'being', ‘communicative action’, 'power', ‘critical reflection’ and ‘transformation’. Authenticity in and through Teaching also introduces a vision of the scholarship of teaching whose ultimate aim it is to serve the important interests of students. These important interests, it is argued, are the students’ own striving and development towards greater authenticity. Both teachers and students are thus implicated in a process of transformative learning, including objective and subjective reframing, redefinition and reconstruction, through critical reflection and critical self-reflection on assumptions. It is argued that, in important ways, this transformative process is intimately bound up with becoming more authentic. Rather than being concerned principally with rendering research evidence of ‘what works’, the scholarship of teaching emerges as a social practice that is equally concerned with the questions surrounding the value, desirability and emancipatory potential of what we do in teaching. The scholarship of teaching, therefore, also engages with the bigger questions of social justice and equality in and through higher education. The book combines Carolin Kreber's previous research on authenticity with earlier work on the scholarship of teaching, offering a provocative, fresh and timely perspective on the scholarship of university teaching and professional learning.
This book puts forward an authenticity-centred approach to the design of materials for language learning.
Author: Freda Mishan
Publisher: Intellect Books
Category: Foreign Language Study
This book puts forward an authenticity-centred approach to the design of materials for language learning. The premise of the approach is that language learning should be based on authentic materials drawn from a variety of genres found in the target language culture, and that the learning tasks involving these materials should be correspondingly authentic, by entailing interactions that are consistent with the original communicative purpose of the authentic text. It provides both a theoretical grounding to the authenticity-centred approach, and demonstrates its practical application in a teaching task reference section. In outline, the book: • Refines a definition of authenticity in the context of language pedagogy. • Traces the historical background to authenticity in language learning back over one millennium. • Grounds the use of authentic materials in language learning in L2 acquisition research. • Gives a critical analysis of the authenticity of contemporary language study course-books. • Discusses the use of seven authentic genres for language learning; broadcasting, newspapers, advertisements, music and song, film, literature and ICT (information and communications technology). • Offers a set of practical principles for the design of authentic learning tasks. • Includes a reference section providing step-by-step instruction for the design and classroom procedure of learning tasks for materials taken from each of the seven genres.
Using language from a different paradigm, Hogan and Gopinathan (2008) state: if
student-teachers are going to learn how to become 'effective' teachers, let alone
expert teachers, they need to learn from expert teachers in authentic teaching ...
Author: Chris J. North
Publisher: Springer Nature
This book addresses student passivity in teacher education. Using a developed metaphor, the author critically examines the use of authentic learning to design and implement learning experiences for preservice teachers, and reveals the opportunities and limitations of a focus on authenticity. This book prepares teachers for outdoor education using practice-based exemplars of applied teaching theories. Focusing on authentic pedagogies, it applies to all teacher educators who seek to engage in high-impact learning for their students, and is relevant for in-service educators, preservice teachers and researchers in the field of self-study.
Professional support systems : The teaching profession . Applied research in ...
Cooperative professional development : Peer - centered options for teacher
growth . ... Leader authenticity : The development and test of an operational
What is outlined is the muddled field of authenticity as a more or less inherent
characteristic of text. ... Taylor (1994) compiles definitions of authentic teaching
materials that are underpinned by the same variance that leads to Gilmore's (
Author: Leo Will
Publisher: Waxmann Verlag
Authenticity is one of the most rampant buzzwords in ELT (English Language Teaching). Many have weighed in on what authenticity should mean and on how it may be achieved. The book at hand is an extensive analysis of authenticity as a term and as a concept within the academic field of ELT. The research data comprises virtually all definitions and conceptualizations of authenticity in the international ELT literature. However, only a limited number of texts contributes to what can be called an explicit negotiation of authenticity. A discourse analytical approach is taken to disentangle the hubbub of commentaries and to eventually extrapolate from it six distinct concepts which are attached to the term 'authenticity'. Michel Foucault's seminal theories are invoked, affording additional insights into discourse dynamics and power structures among individuals and institutions in ELT.
In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, ...
Author: Leo Van Lier
Category: Language Arts & Disciplines
Interaction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching. It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social process. Leo van Lier argues that moral as well as intellectual and practical principles must underlie curriculum development and everyday teaching, captured in his triple focus on Awareness, Autonomy, and Authenticity. In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, Vygotsky, Bakhtin, and Dewey. In the current broadening context of language education this study makes an important contribution to research. It presents a coherent philosophical theory as well as considering practical issues in implementation of a new language curriculum. As such, it will be of great benefit to teachers, applied linguists and educationalists generally.
Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized.
Author: Dianne Conrad
Publisher: Athabasca University Press
Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.
the field of diversity education emerges, it is vital to establish best practices. One
such practice, the utilization of authenticity in teaching, can be a very useful
strategy in the successful dissemination of information about diverse groups.
Author: Regan A. R. Gurung
Publisher: Stylus Publishing, LLC.
How do we educate our students about cultural diversity and cultural differences, and eliminate cultural ignorance, stereotyping, and prejudice? What are the conceptual issues involved in reaching this goal? How can we integrate these perspectives in disciplinary and diversity courses, and the curriculum?This book is a resource for answering these questions. Within the framework of current scholarship and discussion of essential concepts, it offers practical techniques, and empirically proven 'best practices' for teaching about diversity.The book opens with a conceptual framework, covering such issues as distinguishing teaching to a diverse audience from teaching about diversity and contrasting the incorporation of culture across the curriculum with tokenistic approaches. Subsequent chapters identify classroom practices that can optimize students' learning, especially those from culturally diverse backgrounds; describe feminist principles of education that promote learning for all students; and address principles of effective on-line instruction for diverse populations.The book is intended for faculty integrating diversity into existing courses, and for anyone creating courses on diversity. The ideas and suggestions in the text can be incorporated into any class that includes a discussion of diversity issues or has a diverse student enrollment. The contributors offer pragmatic and tested ways of overcoming student misconceptions and resistance, and for managing emotional responses that can be aroused by the discussion of diversity. The editors aim to stimulate readers' thinking and inspire fresh ideas.The book further provides teachers of diversity with a range of effective exercises, and attends to such issues as teacher stress and burnout.This book can also serve to inform and guide department chairs and other administrators in the design and implementation of diversity initiatives.
Authenticity and the need to build bridges into the real world of communication 2 .
2 Authenticity and authentic texts From the beginning “ authenticity ” has been
one of the key concepts of the communicative movement in language teaching .
En route on this amazing journey to Nirvana, the reader acquires the knowledge necessary to understand the subsequent decryption of the Gospel of Thomas.Since the Gospel of Thomas fortunately has never been incorporated into the biblical ...
Author: Zen Christian
Publisher: Independently Published
Category: Body, Mind & Spirit
The present authentic account of a Nirvana experience begins with the description of the path from the material world to nirvana, which I have underlined with the appropriate explanations (synonym) from the Vedic scriptures.Remarkably, the Vedas (UNESCO Heritage and Masterpiece of the oral and immaterial Heritage of Humanity) in terms of their descriptions of the formation and functioning of our material world can be easily comprehended with the quantum phenomena of light entanglement and wave/particle dualism.The Vedas are not a religion in the sense of a pious faith, but a science - the first and oldest of humanity. En route on this amazing journey to Nirvana, the reader acquires the knowledge necessary to understand the subsequent decryption of the Gospel of Thomas.Since the Gospel of Thomas fortunately has never been incorporated into the biblical canon and thus survived the millennia untouched, many scholars legitimately see in it the most authentic of all the Gospels, thus a unique testimony to the original teaching of Jesus Christ, and even one of the most important texts on the ,,Search for the historical Jesus", although the interpretation of many verses is still completely unclear to them.To remove this unclearness and thereby resurrect both the historical Jesus and his original teachings is the aim of this essay.We will therefore identify the descriptions of Nirvana in the Gospel of Thomas, show their authenticity with the descriptions of Nirvana in Buddhism, and expound the identity of the New Testament term ,,Kingdom of God" with the central concept of authentic Mahayana Buddhism (and today's Zen Buddhism) ,,Tathagatagarbha".The coherence of the Gospel, which therewith becomes visible for the first time at all, grants it an imperturbable credibility and therewith a special weight among the Gospels.Furthermore, we will find the millennia-old Vedic teaching of the "true Self" and coded clues in the Gospel of Thomas that enable us to provide a detailed description of the cause of the wave/particle dualism, as well as a holistic scientific conception of the origin of our universe, including all life within it.There is nothing more exciting, and there is nothing more important.However, from the discovery of the first fragments of the Gospel of Thomas in 1897 to the present day, surprisingly nobody has yet been able to decipher the Gospel of Thomas, and so it is a special honor for me to take on this responsible task and therewith contribute to the restoration of the authentic teaching of Jesus Christ.
Author: Simone C. O. ConceiçãoPublish On: 2007-04-16
New Directions for Adult and Continuing Education, Number 113 Simone C. O.
Conceição ... ISBN 078799495 - 2 ACE111 Authenticity in Teaching Patricia
Cranton Authenticity is one of those concepts , like soul , spirit , or imagination ,
Author: Simone C. O. Conceição
One of the challenges for adult educators who teach online is indentifying teaching strategies that fit the needs of learners, content, and the environment. This volume describes a variety of teaching strategies, research on their use in the online environment, examples of how they have been used in online courses, a consideration of their effectiveness and limitations, and implications for the practice of adult and continuing education. --From cover.
In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
Author: Zaretta Hammond
Publisher: Corwin Press
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
76 TECHNICISM , REFLECTIVE PRACTICE AND AUTHENTICITY IN TEACHER
EDUCATION John Halliday Source : Teaching and Teacher Education , 14 , 6 ,
1998 , pp . 597-605 . Abstract The contrast between reflective practice and ...
... were the goals of multicultural education as expressed by music and
classroom teachers, musical and/or cultural authenticity as a concern of music teachers, and the role of cultural and historical context in the teaching of
Author: Robert J. Damm
This study provides new information regarding the instruction of American Indian music in Oklahoma, and shows the effect of demographic variables of teachers and students on pedagogical context and practice.
s analysis (2007) of the literature on conceptions of authenticity in teaching. Their
exhaustive review maps out the range of ideas and values associated with authenticity in teaching: emphasizing the person as a whole (which may include
Author: Mark Tennant
Publisher: John Wiley & Sons
PRAISE FOR THE LEARNING SELF "In this age of self-help, the 'self' is a term thrown around with abandon. For educators, the notion of self-directed learning is a key concept. Yet the notion of self is deeply problematic, even contentious. The world has needed a book that deftly and accessibly takes the idea of the self and looks at it in a sympathetic but critical way. Mark Tennant has written that book. It is a highly readable and fascinating deconstruction of this key idea that will be appreciated by all helping professionals." —STEPHEN BROOKFIELD, Distinguished University Professor, University of St. Thomas, Minneapolis-St. Paul "An excellent contribution to the field! This is a clearly written text that takes the reader far beyond much contemporary work in psychology and learning. It opens up new ways of thinking about the learning self and provides a significant contribution to transformative learning theory. This is a book that should be read by every student of psychology, learning, and the self." —PETER JARVIS, professor emeritus of continuing education, University of Surrey, United Kingdom
This teaching resource can be used in the setting of a worship service or in a
large class. The primary reason these ... This teaching resource is designed to
give teachers a wealth of ideas as they prepare to bring a message from Gods
Author: John Ortberg
Old Testament Challenge, Volume 4 is titled Pursuing Spiritual Authenticity: Life-Changing Words from the Prophets. The goal of OTC is to discover the life-changing truths of the Old Testament and how we can apply them to our lives today. Based on Pastor John Ortberg's OTC series at the New Community services of Willow Creek Community Church, this resource will enable churches to raise the level of biblical literacy and understanding among its congregation.
Since the 1970s, authentic and authenticity have been keywords in
communicative approaches. For our purpose, an authentic text is, as Morrow (
1977a) defined it, “a stretch of real language, produced by a real speaker or
writer for a real ...
Author: Wilfried Decoo
Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language content. Content is complex, displaying many dimensions. Syllabus designers, textbook authors, and teachers often struggle with the monitoring of content. Computer-assisted systemization helps to handle it in a manageable framework. Besides inventorying content, it ensures more balanced selections, calculated progression, and controlled reiteration of previously learned material. It gauges the usability of authentic material in relation to the level attained. During the teaching process, it allows the instant selection of items needed for a communicative situation, focus on forms, or particular exercises. This book first describes the theoretical background for systemization, including a historical overview, with special attention to the Common European Framework and the new Profiles and Referentials. Next the practical steps for computer-assisted implementation with examples taken from French and English, but applicable to any language.
and , 65 – 68 ; as dimension of authenticity , 1 - 2 Baptiste ' s pedagogy of
coercion , 11 - 13 Brookfield , S . D . , “ Authenticity and Power , ” 5 – 16 Fantasy : authentic teaching and , 36 – 37 ; imagination and , 31 ; reflecting on , 37 ; writing