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The term 'authentic' implies some notion of reality in terms of its purposes, methods and experiences arising from it.

Teaching Purposes

Starting from the concept of action learning it can be seen that authentic teaching would have the purposes of providing the learner with

• access to existing knowledge
• support for inquiry, and
• increased awareness of personal and shared experience and its relationship to existing knowledge and the possibilities for further inquiry

In addition authentic teaching values the learner's knowledge, experiences and products (see more...)

Authentic process

teaching is a set of activities and hence may be considered as a process. In addition authentic teaching would also be managed in an effective, efficient and conscious way. It would draw on

• knowledge and teaching and learning (pedagogy)

• reflective practice (ongoing inquiry into teaching and learning as it is undertaken

• first hand and shared experience

This leads to managing teaching as a process, perhaps along the lines of the following model:

Each step in this process would attend to purposes, policies, practices (activities), products and experiences by consciously aligning these elements (see system alignment).

Other aspects of 'authentic teaching' include

• teaching and learning that works within the zone of proximal development (ZPD) by providing appropriate scaffolding and mediation

• works towards the maturity of concepts by giving joint consideration to the 

  • abstract concepts being introduced by the teacher or context and 

  • the spontaneous concepts achieved by the learner

  • related mature concepts

Regardless of the perspective taken on pedagogy, from a cultural historical perspective, the case can be put for teaching and learning as having the negotiation of meaning at is core. This contrasts to some extent with a transmission model unless (unless the veracity or authority of the source is established). 

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