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Plust, Urszula (2023) Incongruity between pedagogy of authenticity and contemporary educational apparatus: person-centred phenomenological studies. PhD thesis, University of Nottingham.

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Abstract

While individual motivations can vary greatly, becoming a teacher is commonly conceptualised as a socially constructive choice. Using the concept of teachers’ authenticity, this doctoral work examines that notion in the lived experiences of teachers working in England. This examination occurs in selfemerging stages, as a consequence of pursuing a person-centred understanding of teacher’s authenticity as a socially constructive pedagogy and its viability in context of contemporary education.

The first part of the literature review begins with an overview of personcentred theory relevant to the concept of authenticity, with its ontological underpinnings, to then expand on how it applied to teachers’ authenticity. This is followed by the exploration of teachers’ authenticity from other theoretical perspectives. The resources explored are also from different geographical locations to explore the potential unique and universal aspects of authenticity. In the second part, the focus shifts to the educational environments and implicit and explicit values underpinning education in United Kingdom, however some of the issues are discussed in their worldwide context.

The methodological approach is explored in context of person-centric research framework, and each next study is an expansion of the previous one, in pursuit of deeper understanding of intrinsic and extrinsic conditions that might facilitate or inhibit teachers’ authenticity. This begins with Qualitative Metasynthesis of existing research on teachers’ authenticity, identifying themes of shared understanding of teachers’ authenticity and external conditions promoting/inhibiting authenticity. This is followed by the Interpretative (Creative) Phenomenological Analysis where three white female teachers explored the complexities of working within the state funded education (SFE) system, where caring for children was experienced as meaningful and energising, while keeping up with increasing demands of standardised and performative education was seen as disempowering and exhausting, having negative impact on teachers psychological wellbeing. The reflective lifeworld case study of one white female teacher examined further the tensions in being a teacher, capturing structural challenges of striving for authenticity.

Autoethnographic studies were conducted alongside the IPCA and Reflective Lifeworld study for transparency as well as development of a deeper understanding of self, emerging from the system, and system being co-created by self. First part present findings from focusing on intrinsic, psychological conditions that facilitate or inhibit learner/teacher authenticity. Whereas the second part offers insight into understanding socio environmental conditions and their impact of authenticity as teacher and pedagogue. The processes and challenges in conducting the research are brought forth in the critical reflexivity section. The work culminates with capturing and discussing three main threads, present across all studies; this is where teachers’ authenticity is explored as a pathway to experiential safety, a way of relating to learners and as facilitative to transforming educational communities to meet the evolving needs of modern societies.

Item Type:	Thesis (University of Nottingham only) (PhD)
Supervisors:	Joseph, Stephen Murphy, David
Keywords:	teachers, authenticity, person-centred theory, motivation
Subjects:	B Philosophy. Psychology. Religion > B Philosophy (General) L Education > LB Theory and practice of education > LB1501 Primary education
Faculties/Schools:	UK Campuses > Faculty of Social Sciences, Law and Education > School of Education
Item ID:	73022
Depositing User:	Plust, Urszula
Date Deposited:	25 Jul 2023 04:40
Last Modified:	01 Apr 2024 04:30
URI:	https://eprints.nottingham.ac.uk/id/eprint/73022

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