A systematic review and metasynthesis of qualitative research into teachers’ authenticity

Abstract

A systematic review and metasynthesis of qualitative research into teachers' authenticityTeacher authenticity is a topic of emerging interest in the field of education. This paper systematically reviews existing qualitative research on the subject of teachers' authenticity from the perspective of teachers and students. The findings from twelve studies are subject to a metasynthesis. Results show that the authentic teacher is conceptualised as congruent, caring, open to encounters and critically conscious. The conditions that foster teacher authenticity are social belonging, self-organising school systems, intentional critical consciousnesses, and intrinsic (caring) motivation. These are contrasted with the perceived inhibitors of authenticity: alienation, systemic control, and Kafkaesque approach. Implications and recommendations for further research are proposed.

‘Heartware’ for the Compassionate Teacher: Humanizing the academy through mindsight, attentive love, and storytelling

“…The compassionate teacher humanizes the academy by creating a safe and positive learning environment in which students are able to openly debate ideas, share experiences and engage in the meaning making process. In this manner, compassionate teachers are able to build genuine relationships, engage in meaningful dialogues and strengthen their bonds with their students (and peers) within a collegial, supportive, non-judgmental space (Plust et al, 2021). Concurrently, interactions and social learning cultivated from storytelling have also been discussed as tools for collaborative learning, collegiality and collective deliberations through shared narratives and dialogue (Allard & Doecke, 2017;Savvidou, 2010;Shank, 2006;Tanner, 2016).…”

“…This notion linking mindfulness to concepts of self-knowing have similarly been discussed in other extant research. For example, Plust et al (2021) suggest that the capability of selfknowing is a key aspect of becoming an authentic educator since it reflects and represents a genuine way of being. In fact, the authors expanded this conceptualization within the notions of reflective self-awareness, suggesting that the ability to gain self-knowledge, and have a better sense of oneself is strongly associated with positive realizations of meaning in teaching, as well as connections to others.…”

“…Within the higher education context, Butler-Henderson and Crawford (2020) posit that authentic leadership behaviors demonstrated by teachers can motivate and influence positive learning outcomes through sincere knowledge-sharing, trust and engagement. In espousing teacher authenticity within the context of contemporary education environments, Plust et al (2021) posit that the authentic teacher is someone who encapsulates four key characteristics: (1) Congruence (i.e., being genuinely oneself, self-knowing, defined self-identity, and responsibility for one's actions); (2) Caring (i.e., care, passion and interest for the subject, students and oneself);…”

“…Stories therefore help to create meaningful, authentic learning spaces. Correspondingly, Plust et al (2021) advocate the significance of an authentic teacher's ability to exemplify the genuine care, passion, interest, and personal connection with the subjects they are teaching, their students and their own personal experiences. In this regard, del Carmen Salazar (2013) suggests that educators who are able to authentically connect with their students on an emotional level and provide reciprocal opportunities to share their lives, challenges and affirmations can help to fully develop their human potential (i.e., beyond just academic development and technical training).…”

“…Preserving compassion, empathy, and kindness in the face of fast academia is challenging. There have been increased criticisms and resistance in recent years towards the consumeristic, marketization of education, academic capitalism, and corporatization and normalization of performativity (Berg & Seeber, 2016;Plust et al, 2021). In an effort to uncover the human(e) elements of learning and teaching, there have been various extant studies on humanizing pedagogies (e.g., del Carman Salazar, 2013;Freeman et al, 2020;Laverty, 2015;Zinn & Rodgers, 2012), diversity and inclusivity in education (e.g., Andresen, 2013;Danowitz & Tuitt, 2011;Hershock, 2014;Hiraldo, 2010), mindfulness and Buddhist philosophies in education (e.g., Ergas, 2019;Hyland, 2015;Neves-Pereira et al, 2018;Singh, 2017;Siegel et al, 2016;Vu & Burton, 2019;Wisadavet, 2003), kindness pedagogy and curriculum (e.g., Clegg & Rowland, 2010;Flook et al, 2015;Magnet et al, 2014;Shields & Reid-Patton, 2009;Stephens, 2021), love and compassion in education (e.g., Gorman, 2015;Green, 2003;Jalongo, 2014;Liston, 2016;Robinson-Morris, 2018;Srinivasan, 2014), and storytelling in education (e.g., Allard & Doecke, 2017;Alterio & McDrury, 2003;Bai & Cohen, 2014;Haigh & Hardy, 2011;Savvidou, 2010;Tanner, 2016;Taylor, 2013).…”