Authentic Learning in Adult Education

AbstractThe purpose of this study was to explore the nature of teaching practices for developing authentic learning through the process of initial teacher education. Starting from the assumption that authentic learning experiences are those that are personally relevant from the learner's perspective and situated within appropriate social contexts, this study presents five ways university teachers can support authentic learning. The five ways authentic learning can be implemented are related to how to provide students with the opportunity to reflect or how to provide students with coaching and scaffolding at critical times, also promoting articulation to encourage students to verbalize their knowledge and thinking. Also, teachers have to enable students to use technology and to provide the opportunity to collaborate in order to have an authentic learning environment. The study focuses on the implications for higher education and its pedagogical practice for cultivating authentic learning in adult education with a continuous commitment to constructing self-based, authentic futures