GATEways to Teacher Education

A journal of the Georgia Association of Teacher Educators

All six researchers and authors noted the use of reflection as part of authentic learning experiences. The reflective practice took place in two forms: the part of the course instructor and the part of the student. For example, as a result of commentary from students, Gilbert spent a great deal of time reflecting on how he could incorporate his students’lives beyond the classroom into his coursework and Tami reflected on her students’expectations or desired course learning to help her guide instruction. Conversely, Kelli facilitated reflection among her students based on their realworld internship experiences, while Shelly asked her students to reflect collectively on the authentic course content they wished to be evaluated upon in practice. Without question, reflection has been a long-standing practice in teacher preparation programs and promotes growth–in both teaching and learning contexts (Etscheidt et al., 2012; Mills, et al., 2020). As connected to Kelli’s use of reflection, Dumlao and Pinatacan (2019) discussed the value of pre-service teachers’use of reflective writing, particularly during student teaching internships. Findings from their study suggest, “Reflective journal writing was an encouraging tool for their professional development, critical thinking, and evaluating their daily performances” (p. 469). The authors expressed the importance of implementing a reflective assignment during student teaching, as it facilitated preservice teachers’development of professional knowledge. In each context noted, reflection was used to promote authentic learning from either the instructor’s or student’s perspective. Communication

In all vignettes, communication, or collaboration (Chen et al., 2013), was a key aspect of bringing authenticity to learning experiences. Gilbert, Tami, and Shelly relied on student input to guide learning and instructional activities. Drawing upon students’experiences beyond the classroom, they were able to deliberately plan to incorporate elements of unique experiences into meaningful activities. Kelli relied upon communication through reflection to help students truly connect experiences in clinical experiences to content learned throughout the coursework. Laura helped her students construct authentic connections by communicating true stories of her own content connections. Abrahamson (2011) described that people learn through storytelling. Though he noted that some instructors are uncomfortable with sharing personal experiences, he stated that students connect with real, concrete experiences in a way that helps to bring course content to life. Erin communicated clear statements on assignments to make overt connections between her course content and experiences beyond the classroom that were authentic in nature. McTighe and Brown (2004) described research conducted by Newmann et al. (2001), in which they defined authentic intellectual activity as experiences that “produce discourse, products, or performances that have value beyond school” (p. 29). Each researcher in this study sought to do that through communication in various forms.

In authentic learning, consideration is given to diverse learning experiences reflective of life beyond the classroom (Chen et al., 2013; Resnick, 1987; Wiggins, 1990). Four of the six authors referenced an acknowledgment of diverse needs beyond