Reflexive Teaching

Teaching is inherently relational. How instructors relate to students influences how students engage, learn, and grow. Authentic teaching practices provide a means for improving student-instructor relationships and ultimately student learning. The present article builds on prior literature to propose a revised definition for authentic teaching in higher education, describes authenticity as a pedagogical tool, and addresses common tensions, including discerning how much authenticity is appropriate. We present practical tools for exploration of self and reflexive practice, along with illustrative examples of authentic teaching practices across domains of teaching, within the uniquely relational discipline of family science. In doing so, we hope to support instructors in the use of intentional, authentic teaching practices as one means of improving student learning outcomes.