This qualitative self-study explores my teaching practice. Three months of on-going daily critical reflections on past and present experiences related to my teaching resulted in 26 written documents illuminating memories, thoughts, feelings, insights, and epiphanies. Data collection strategies included narrative writing, dialogue with a mentor, and engagement in contemplative practices, such as Yoga, meditation, and mindfulness. The main purpose of this study was to explore, learn, and develop a core teacher identity and teaching practice while addressing two main research questions: how am I authentic in my teaching practice; and how might engaging in self-study contribute to my authenticity as a teacher? I used Cranton and Carusetta’s research, specifically referring to “Authenticity in Teaching” (2004a) and “Developing Authenticity as a Transformative Process” (2004b) to guide this study and analyze my findings. Results revealed the various ways in which I practice authenticity in my teaching and that my engagement in on-going critical reflection through self-study contributed to my authenticity as a teacher. / Thesis (Master, Education) -- Queen's University, 2012-08-20 21:01:28.498
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OKQ.1974/7383 |
| Date | 22 August 2012 |
| Creators | Vine, Leah |
| Contributors | Queen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.)) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner. |
| Relation | Canadian theses |
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