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

Plust, Urszula; Murphy, David; Joseph, Stephen

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Authors

Urszula Plust

Stephen Joseph



Abstract

Teachers’ 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 12 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 a Kafkaesque approach. Implications and recommendations for further research are proposed.

Citation

Plust, U., Murphy, D., & Joseph, S. (2021). A systematic review and metasynthesis of qualitative research into teachers’ authenticity. Cambridge Journal of Education, 51(3), 301-325. https://doi.org/10.1080/0305764X.2020.1829546

Journal Article Type Article
Acceptance Date Sep 24, 2020
Online Publication Date Nov 23, 2020
Publication Date May 4, 2021
Deposit Date Oct 13, 2020
Publicly Available Date May 24, 2022
Journal Cambridge Journal of Education
Print ISSN 0305-764X
Electronic ISSN 1469-3577
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 51
Issue 3
Pages 301-325
DOI https://doi.org/10.1080/0305764X.2020.1829546
Keywords Authentic teacher, Systemic control, Qualitative metasynthesis
Public URL https://nottingham-repository.worktribe.com/output/4961737
Publisher URL https://www.tandfonline.com/doi/full/10.1080/0305764X.2020.1829546

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