Academics' teacher identities, authenticity and pedagogy

Nine academics participated in semi-structured interviews to explore possible
linkages between their teacher identities and the pedagogies they employ. A
content analysis of the interviews was performed to gain insight into the factors
playing a role in how academics define themselves as teachers, the larger
educational goals they espouse and the pedagogies they use. The data were
subsequently re-interpreted through the lens of authenticity, an evocative yet
elusive construct whose meaning was clarified in earlier work. The study surfaces several conceptual linkages between teacher identity, pedagogy and authenticity, and suggests that authenticity might constitute a crucial link between teaching and the achievement of complex learning outcomes at undergraduate level. Academics’ personal theories of teaching, in particular the conceptions they hold of learners, are revealed as critical to the extent to which their pedagogies are ‘authentic’; the latter, ideally, offering contexts within which students are supported in developing their authenticity.