Integrating the Personal and the Professional

Authenticity

According to Kreber, Klampfleitner, McCune, Bayne, and Knottenbelt (2007), authenticity relates to an individual’s ability to connect actions to purpose through a well-defined sense of self rather than relying exclusively on the expectations of others to empower or guide actions. Dirkx (2006) suggested that self-knowledge is at the core of authenticity through the achievement of a “profound sense of self-awareness and self-understanding” (p. 29). In workplace situations, this conception of identity involves being conscious of self, others, contexts, and relationships through an active awareness and critical sense (Cranton & Carusetta, 2004).

C. Taylor (1991) explored how “the ideal of authenticity requires that we discover and articulate our own identity” through workplace situations and interactions (p. 81). Cranton and Carusetta (2004) acknowledged this same idea by indicating that authenticity “involves knowing and understanding the collective and carefully, critically determining how we are different from and the same as that collective” (p. 8). Cranton (2002) defined critical reflection as “the means by which we work through beliefs and assumptions, assessing their validity in the light of new experiences or knowledge, considering their sources, and examining underlying premises” (p. 65). Since part of active authentic engagement involves recognizing and acting from a core of integrity, striving toward authenticity can be seen as the attempt to juggle organizational boundaries with personal meaning and integrity (Hunt, 2006; C. Taylor, 1991). To move from a center of purpose and integrity, C. Taylor (1991) indicated that authenticity involves creation, construction, discovery, originality, and relates to listening to the inner voice that tells us “what is the right thing to do” in specific situations (p. 26).

Mezirow (1997) recognized how the development of a critical sense is essential in attaining a sense of self awareness and understanding not only on personal levels but within communities and contexts as well. Linking self-knowledge and critical awareness to transformation, Mezirow suggested that to develop the skills necessary to facilitate transformative learning, educators and learners “must become aware and critical of their own and others’ assumptions” (p. 9). Most often, authenticity involves following organizational agendas with a view of how this is framed in heart and mind. In reality, the idea of developing authentic and honest learning communities may challenge organizational thinking and boundaries. As a result, demonstrating authentic behavior may create tension in combining a personal or professional vision of goals and values to organizational requirements.

The task of combining personal ideals to organizational agendas is one that requires wisdom and discernment in order to negotiate boundaries of professionalism within workplace agendas and attitudes. Giroux (2005) noted how educators who are committed to the project of a critical pedagogy must learn to read the ground of commonplace actions for hidden agendas that can either distort or constrict human potential, “‘giving ‘voice’ to unrealized possibilities” (p. 180). In other words, developing an awareness of oneself and others through educational processes allows learners and educators the freedom to grow and transform according to life’s unfolding events.

Transformative Learning

Authenticity in teaching is related to transformative learning in that the goal of learning is to examine self in collective contexts, to understand purpose in learning, and to assess previous experiences in light of new information. Matheson (2013) suggested that adopting transformative teaching perspectives involves more than just encouraging learners to question assumptions or reflect on previous learning, but “goes beyond trying on new strategies and requires the educator to develop awareness of his or her underlying assumptions, biases, politics, and power relationships” (p. 46). For educators, this means being involved in a personal and professional self-examination that includes an awareness of interests, tastes, motivations for teaching, and the ability to express those within the parameters of inclusive behavior.

Thus, transformative education can be perceived as “a deliberate and conscious strategy” to employ a social and political framework into educational environments (E. W. Taylor, 2008, p. 9). Dirkx (2006) explained how at the core of a transformative teaching practice lies a vision of learning that leads individuals, “through reason, reflection, and rationality, to greater levels of self-awareness and consciousness of society” (p. 87). E. W. Taylor (2008) recognized how transformative learning is connected to the social emancipatory aspect of education reminiscent of Freire’s (1984) focus on people as active subjects who strive to transform themselves and the world around them. This type of functioning resembles a psychoanalytic view of transformative learning that encompasses a lifelong process of individuation combined with a psychodevelopmental view of adult education that considers the significance of the life journeys of learners (E. W. Taylor, 2008). This view of transformative learning theory additionally presumes that teaching for transformation appreciates a cultural and holistic approach to adult learning that is concerned with the connections between individuals within the context of their lives and social structures while acknowledging the individuality of learners and educators within the collective framework of learning and their life situations (Tisdell, 2003).

According to MacKeracher (2012), not having the power or ability to draw from within to contribute personal expression into teaching situations decreases opportunities to establish transformational teaching and learning environments. In essence, transformative learning enables learners and educators to develop reflexive abilities that lead to increased self-awareness and understanding. This kind of “situated self-understanding” (Kemmis, 2010) provides a basis for conscious action that reveals identity and demonstrates authenticity. Cranton and Carusetta (2004) reinforced how learning even as educators is an essential aspect of a transformative approach to education and a precursor to an authentic teaching style, emphasizing both the individual and collective aspects of learning as a transformational journey that takes places within a community of educators and learners. Solidifying the connection between authenticity in teaching and transformative learning through the development of a critical sense, adult education can then be viewed as serving as a “catalyst for significant personal and professional growth” (Servage, 2008, p. 68), shifting the focus from instrumental or technically based educational goals to ones that emphasize change or transformation.

Varied Notions of Professionalism

Data obtained in this research examining the organizational contexts of English language teaching professionals revealed that unstable working conditions and a lack of initiative in creating atmospheres of continuing employment have had a significant impact on the view of English language teaching as a recognized profession and the ability of adult educators to establish stable teacher practices within fluctuating workplace environments. One of the most significant elements emerging from this research was evidence of paradoxes that occurred within the working relationships and in professional expectations of educators as a result of inconsistent organizational values, skill requirements, and professional expectations that exist from one organization to another. These inconsistent values and modes of operating created incongruent perceptions of professionalism and professional expectations among the overall population of English language educators.

As some of the participants in this research suggested, the lack of stability in English language education seemed to originate from loosely established organizational relationships that are formed for a variety of educational purposes. As a result, the postsecondary institutions represented in this study were normally held accountable by other organizations or departments with regard to program regulations and specifications in order to secure funding. In fact, in the majority of cases, there was a need to fulfill requirements that originated from outside of the direct structural boundaries of the programs, producing organizational and teaching contexts that were strongly influenced by hierarchical and bureaucratic functioning rather than reflecting the educational goals and paradigms of the actual learning institutions or departments themselves.

To add to structural inconsistencies within and throughout learning institutions represented in this study, training and education of adult educators was not normalized, which led to either narrow agendas for teacher certification or an absence of specific training or skill requirement to qualify for teaching positions. Many of the educators, particularly those who came from abroad, found it peculiar that there were such diverse requirements for basically the same type of work, depending on the institution or organization.

Furthering confusion and inconsistency in professional practice, there was no evidence of governing bodies regulating the profession through professional associations that would provide support to this group of educators as a whole. As a result, educators involved in this type of educational practice appeared more likely to express commitment a vague yet universal notion of professionalism, which led to varied conceptions about the roles and work expectations of adult English language educators. Although some opinions and attitudes of the educators were informed by specific theories, this was not always the case. Consequently, much of the educational activity seemed to be based on an intuitive and personal sense, not backed by or supported through a collective standard or agreement about educational practice.

Because of the absence of clear educational goals and professional support, educators in this study seemed to fulfill their need for connection and camaraderie by creating informal professional bonds that originated through an implicit understanding of the requirements, responsibilities, and accepted behaviors that surround this type of educational practice. In a sense, it appeared as though individual educators were guided by a general notion about educational practice and related organizational behaviors rather than being directed through by any specific protocol.

Filling Gaps of Understanding and Communication

With regard to teacher practice, a focus on implicit agendas and informal understandings created a set of standards and norms through which most teachers operated. In some cases, this activity resembled an underground network of impressions reinforced by loosely organized networks of knowledge. In other cases, this collective sense was an underlying supposition that girded educators in their work. Nevertheless, informal conceptions about the tasks and job requirements of an adult educator created a knowledge base that facilitated movement within the practice and allowed study participants to adjust to various work contexts without much formal orientation to the different workplaces in which they established their teacher practice.

As a result, what this study revealed about educator background was that the majority of study participants had a great ability to negotiate cultural and education terrain, adjust to new situations, and relate to diverse groups of people. In essence, informal understandings and agreement about individual workplace practices and general educational expectations produced a universally accepted and undefined sense of professionalism that enabled educators to maneuver skillfully within fluctuating work environments when required to readjust to either new workplace settings or changes in hierarchical workplace structures. In many cases, this intuitive and collective awareness of the work of an adult English language educator allowed study participants to combine teaching experiences at various workplace settings simultaneously, which was often necessary to maintain full-time employment.

Although the ability to be flexible to new and different situations is a valuable skill in mediating, interpreting, and even advocating for others within bureaucratic institutions, flexible attitudes toward workplace tasks and working conditions led to complexities in establishing secure careers in teaching. For many educators in the study, what began as rather attractive employment offering variety, freedom, and flexibility ended up presenting difficulties when it came to establishing teacher practices that led to professional growth. Overall, an eclectic professional formation and hiring processes became a barrier to pursuing opportunities other than contractual teaching positions and following paths that led to career advancement. Whether educators regretted their early emphasis on freedom and movement in choosing a career that would offer little opportunity later is difficult to determine since none of the participants articulated having reconsidered their choice afterward. Still, it was evident that this earlier sense of independence had consequences for later career development.

Professionalism Expressed Through Vocation

One possible explanation for pursuing and remaining in careers that offered flexible and often unpredictable working conditions with little stability or career movement is the belief that these adult educators were more interested in the intrinsic value of work rather than in aiming for elevated professional status or substantial monetary benefit in their professions. Information from study participants reinforced the idea that educators who gravitated to this type of work appeared to be motivated through a need to empower self or others, holding an interest in improving the lives of others as a way to contribute to society in positive ways. Consequently, attitudes of these educators can be viewed through a code of ethics, reflecting values that are embedded within a culture of personal and organizational integrity, encompassing notions of “respect, care, practice, disclosure and responsibility” (Plowright & Barr, 2012, p. 12).

As Florez (1997) noted in a previous study on the working conditions of English language educators, because of their willingness to accept work that offered relatively low compensation and benefit compared to other professional endeavors, adult educators may not hold as much value for the tangible aspects of work such as financial compensation or professional status and instead value goals related to social welfare by working toward social service to the community, forging connections with others, and achieving a personal sense accomplishment through work. This position coincides more readily with Jarvis’s (2007) expression of professionalism that encompasses an ethical or moral dimension where a sense of responsibility or morality toward one’s work supports the expression of expertise in an area of practice. In reality, seeing the work of these adult educators through the lens of vocation implies more than just an application of skills to the workplace: It is an investment of self and an integration of personal lives into workplace contexts.

Organizational Contexts

As suggested through the outcomes of this study, there was an absence of formally recognized regulating bodies that may have clearly articulated and protected individual educator voices, which had a great influence on the interactions of study participants and their organizational contexts. In reality, ambiguity that defined relationships of educational organizations and stakeholders served to reinforce hierarchical and bureaucratic agendas and further push educators to the fringes of educational practice. These factors ensured the continuance of English language teaching as an educational practice characterized by part-time and temporary work. Additionally, this may have added to the perception that because English language teaching generally caters to a clientele of learners that fall outside conventional boundaries of traditional schooling or postsecondary learning, the practice of teaching English itself could be viewed as a marginal professional endeavor.

However, even with little organizational and professional support, educators were hesitant to consider themselves as temporary or occupational workers. Although the parameters of work such as hourly pay and temporary contract work would indicate an informal approach to work, bonds of community and professional practice that hold these individuals together suggest that the role of adult educators is more than simply an occupation in the technical sense. In reality, attitudes of these educators toward their work more closely resembled the idea of vocation based on an emphasis on morality and forming conscious relationships within organizations. Although this view of workplace practice does not deny the existence or influence of organizational structures, it requires educators to be vigilant in working within their boundaries through assessing job and organizational requirements.

Still, because of inconsistencies in training and professional support of their work, tension and, often, discomfort in negotiating individual intentions with organizational boundaries were well documented in the narratives collected from the educators in this study as they described their endeavors to establish teacher practices within the contexts of organizational structures. While many study participants expressed confusion at the lack of cohesion in some of the organizations and across institutional boundaries, others felt disheartened by the few opportunities for active involvement offered within many of the learning institutions they were associated with. Moreover, the lack of inclusion of educators into management and administrative processes seemed to indicate that the educators were there for specific short-term purposes only and not necessarily to make wholehearted and long-term contributions to the organizations themselves.

Authenticity in Teaching

One of the problems in dealing with transformative learning and authenticity within the framework of this study was that educators found self-revealing to be a difficult task considering their fluctuating and diverse work environments. In general, career restrictions and a lack of collective function and agreement within the field of practice held consequences for the development of a consistent norm and support of professional practice that may have diminished the expression of individual and collective educator voices within learning organizations. As a result, it appeared as though the absence of explicit understanding about professional protocol and workplace expectations inhibited educator ability to act in authentic ways with confidence within these workplace settings. In most cases, to keep a competitive edge and therefore maintain status quo within the organizations they worked for, participants seemed willing to mold themselves to the various work situations rather than allow identity to characterize workplace interactions.

Even so, it seemed as though educators in this study tended to be inspired through an interest in empowering oneself and others through work even though attempts at authenticity may not have been supported by the organizations represented in this study. In general, it would appear that taking an altruistic and vocational approach to work may have inadvertently defined these workers and contributed to a weakened perception of their function as professionals within organizations precisely because of a willingness to accept work that offered conditions of low pay, part-time employment, and temporary workplace assignments. This leads to speculation as to whether or not benevolent and flexible attitudes of these educators may have been exploited in the face of organizational considerations and business agendas.

In any case, information from participant interviews indicated that workplace environments in this study had the effect of eroding a sense of self-confidence in educators by assessing workplace competency based on meeting expectations that were not specifically related to teaching or professional ability but were more linked to the capacity to meet extracurricular organizational requirements. In fact, many participants felt compelled to accept work outside of their hourly agreement or contractual boundaries in order to remain in good standing within their workplace organizations, placing them in positions of having to extend their goodwill in order to seek continual reinstatement as temporary workers within learning institutions. In such situations, educators felt that their value was undermined, leading them to question their ability to remain in positions that required so much yet gave back so little.

In the end, as was discovered in this research and others, to be authentic as an educator involves taking risks (Hunt, 2006; Koob, 2009). Hunt (2006) acknowledged this by stating, “What authenticity in teaching does guarantee . . . is the potential for growth and change, and the possibility (indeed, the likelihood) of experiencing, confronting, and dealing with discomfort” (p. 53). Because of workplace uncertainty and a negligible professional backing, educators in this study felt unsure and unsupported when opening themselves up to vulnerabilities involved in creating transformative and authentic educational atmospheres. As participants felt a desire to follow certain paths or procedures based on their own inclinations or intuition, they also recognized how refusal to “go with the flow” may bring an abrupt end to their careers since the majority were working in temporary or contract situations. Consequently, the decisions to follow rules and reassess reasons why they may have felt drawn to move in ways that demonstrated individual authenticity while opposing the organizational structure were well scrutinized and carefully considered.

Implications for Teacher Practice

Participants in this study as well as others in the field of adult educational practice suggested that the ability to form communities of practice based on collective understandings of educational goals further contributes to the idea of adult learning being an authentic and holistic educational endeavor (Jarvis, 2008; Senge, 2006; Wenger, 1998). In general, forming communities of practice among educators who may feel disconnected from the core of organizations or mainstream educational programming could serve to strengthen bonds between educators, learning institutions, and the larger scope of the educational hierarchy outside of a specific area of practice. Communities such as professional associations reinforce the belief that developing strong professional connections help protect and support educational aims and the professional aims of individual educators.

Other ways to strengthen bonds among educators include peer mentoring and the informal sharing of educational experiences and knowledge. Providing forums for professional development activities encourages better communication and the sharing of expertise among educators. However, for this to be an effective means of professional growth, these activities must be fostered and endorsed through the institutions that employ these educational practitioners. As Senge (2006) explained, inclusive collective growth of an organization can be fostered only through a contribution of personal vision to communal contexts in conjunction with a commitment to truth and recognition of the creative tension involved in establishing workplace environments based on honest communication. In other words, institutions must first be willing to recognize the value that individual educators bring to their work in order to begin building shared collective goals that contribute toward organization agendas.