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All Journal International Journal of Education Online Learning in Educational Research
Asmawi, Adelina
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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TEACHER AUTHENTICITY IN LANGUAGE EDUCATION Jacobs, George M.; Asmawi, Adelina; Renandya, Willy A.
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.50394

Abstract

In education, the phrase "authenticity" has various connotations, including in language education. This article begins by examining different meanings of the term authenticity in language teaching. Some of these meanings refer to authenticity in the assessment, tasks, and materials that language teachers use. The main part of the article looks at another meaning of authenticity. The literature on teacher authenticity and personal authenticity in general is applied to the situation of language teachers while viewing authenticity through the lens of student-centered learning (SCL) and the overall paradigm shift from which SCL grew. Topics discussed include whether teachers should behave according to students’ views of what teachers should do or according to how teachers themselves believe they should behave. The article next looks at how teachers can develop their authenticity via their lifelong, lifewide, and lifedeep learning. The article also delves into various issues in which teachers can be authentic by “walking their talk,” e.g., teachers who encourage students to read need to be readers themselves, and teachers who encourage their students to cooperate with their peers should cooperate with their own peers in education and elsewhere in their lives. The two final parts of the article ask what impact teacher authenticity might have on the teachers’ students and how authenticity, which seems to be such an individual construct, can be put to the service of society as a whole.
Confronting Professional and Cultural Barriers to Evidence-Based Teaching in University English Departments: An Auto-Ethnographic Study Alam, Md. Saiful; Asmawi, Adelina; Haque, Mohammad Hamidul
Online Learning In Educational Research (OLER) Vol 4, No 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.404

Abstract

education, yet their integration in higher education remains underexplored, with most studies focusing on schools. This study aims to identify cultural and professional barriers hindering EBTP adoption among university lecturers through an autoethnographic approach. Using Flanagan's Critical Incident Technique (CIT) and personal journaling, longitudinal qualitative data were collected and analyzed within an interpretive framework. The findings reveal that deeply ingrained cultural capital and traditional professional practices significantly obstruct the adoption of EBTP, highlighting resistance to pedagogical innovation, peer learning, and student-centered teaching. These barriers emphasize the need for institutional reforms, professional development initiatives, and a cultural shift to foster evidence-based practices in higher education, contributing to bridging the gap between research and practice in pedagogy.
Co-Authors Alam, Md. Saiful George M. Jacobs Haque, Mohammad Hamidul Willy A. Renandya