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The authors explored the meaning of authenticity in teaching by talking to a group of 22 educators over 3 years. Educators’ ways of being authentic in their teaching moved from concrete understandings of self, others, relationships, context, and reflection through to multifaceted and integrative perspectives. The authors used transformative learning theory and Jung’s concept of individuation to understand the development of authenticity.
Cranton et al. (Tue,) studied this question.