האם מתמחה יכול להיות אותנטי בעבודתו? מעגלי פעולה לחשיפת אותנטיות ברפלקציה של מתמחים

The philosophical concept of ״authenticity״ originates from existential philosophy. An authentic person is someone who is at peace with themselves, who leads a meaningful life resulting from their choices and decision to live this way. In the teaching profession, teachers' ״authentic reflection״ of their work is associated with the teachers themselves, and their abilities and skills as professionals in a community. In the action research we conducted, we examined the reflections of teacher interns. The aim of the research was to find ways to encourage authentic reflection by means of external guidance. We conducted three circles of action research, and found that despite the external guidance, which sought to guide the interns toward writing authentic reflections, only about one third of them wrote fully authentic reflections. The reflections were analyzed by means of an indicator developed in the course of the research to identify authenticity. Our request that the participants write an authentic reflection was possibly unsuitable for teacher interns, since their professional identity is still being formed. As teachers in their first year of teaching, they face challenges on a number of levels: they are attempting to apply their teaching abilities, and at the same time to be attentive and responsive to the expectations of the school management, the superintendent, parents, and other stakeholders in the system around them. Consequently, they are less ״connected to themselves״. This research is important for a number of reasons: from a ״technical״ aspect, it presents a unique indicator designed to identify authentic voices in written reflections, and proposes external guidance on performing authentic reflection. From a substantive perspective, it seeks to observe interns through an authenticity lens, and to investigate their ability to be connected to themselves.