Looking in the Mirror of Authenticity: A Self-Study of Teacher Education Practice

Abstract

This study explored the notion of authenticity within the context of teacher education. A qualitative research approach was chosen employing methods associated with self-study in order to explore the dissonance I experienced as a relatively new teacher educator. The purpose of the study was to explore the significance and potential of authenticity in teacher education. The study involved teacher candidates in an elementary science curriculum and instruction course that I was teaching. Teacher candidates reflected on their learning experiences in a course in which I intentionally applied the concept of authenticity. The study also involved experienced teacher educators whom I engaged in conversations as critical friends. Analysis of the teacher candidates’ reflections revealed that the notion of authentic learning resonated with these soon to be teachers. Analysis of the conversations with teacher educators revealed an important distinction between teaching the subject authentically and teaching the student authentically.