{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/15145"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/15145","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Huizenga, Jack"],"institution":"Brock University","degree_name":"Ph.D. Educational Studies","degree_level":"Doctoral","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-08T15:26:35Z","date_published":"2021-09-08T15:26:35Z","updated_at":"2026-07-24T01:23:21Z","subjects":["authenticity","teacher education","self-study of teacher education practice"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/15145","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Huizenga, Jack"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-08T15:26:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-08T15:26:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-09-08T15:26:35Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. Educational Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["authenticity","teacher education","self-study of teacher education practice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/15145"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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. 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