This is a presentation about my Ph.D. research in progress that was given to a small group of secondary learning leaders on November 2012. In this talk:
1. I first explore the definition of authenticity and argued that authentic pedagogy is a modification of the inauthentic pedagogy which shaped by the wider educational systems.
2. Then I introduce four noticeable movements to promote or adapt authentic pedagogy in three English speaking countries. The qualities they advocate seemed to be in three categories for me: authentic learner, authentic knowledge construction and authentic learning context.
3. Next, following brief description of my research design and the data collected, I discussed some preliminary findings. Qualitative analysis of the data revealed two world views of school: a) expert-led model and b) participatory model.
4. Quantitative analysis suggested that authenticity, as perceived by students, has a small but positive correlation with the sense of engagement with school as well as engagement with learning beyond the school.