Doherty, Nida Home (2001) Defining the authentic teacher. PhD thesis, University of Warwick.

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Abstract

The impetus behind the writing of this dissertation came
out of informal interviews held with teachers about their
actual practice of teaching. What these interviews
revealed was that teachers teach in a kind of
"muddledness" and confusion. Mainly this dissertation
aims to define a way of being in teaching that gives
teaching shape and direction.
The theoretical understanding underlying the research of
the dissertation is based in metaphysics and existential
thought. Specifically, the content is focussed on the
concept of authenticity. Authenticity has particular
meaning in philosophical thought. For an understanding of
the existential meaning of authenticity I have turned to
European philosophy and the thinking of Kierkegaard,
Heidegger, and Sartre. For an understanding of how
authenticity in its existential sense relates to the
profession of teaching and being a teacher I explore the
thinking of six contemporary Anglo-American educational
theorists: William Pinar, Mary Warnock, Nel Noddings, Max
van Manen, Maxine Greene, and Dwayne Huebner. Through a
form of hermeneutics and reflective critical analysis I
explore how authenticity is valued in the thinking of
each of these six educational theorists. Drawing on the
thoughts and insights offered by these selected authors I
construct my own model of authenticity in teaching in the
conclusion of the dissertation in an approach that I call
"the multifacetted Janus face of authenticity."
The dissertation is framed in the language of literature,
which supports the methodology. Specifically it is the
writings of Virginia Woolf that are used to formulate
this investigation into the meaningfulness of teaching.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LB Theory and practice of education
Library of Congress Subject Headings (LCSH):	Teaching -- Methodology , Teaching -- Philosophy, Metaphysics , Authenticity (Philosophy), Teachers -- Psychology
Official Date:	May 2001
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Francis, Emma ; Sikes, Patricia J.
Sponsors:	University of Warwick
Extent:	v, 264 leaves
Language:	eng

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