This study probed the conceptualization of (in)authenticity in teaching and theway it could be enacted in pedagogical practices. The participants were a purposive sampleof 20 Iranian university teachers. Data were collected using in-depth interviews, fieldnotes, and observation. The collected data were analyzed through the lens of hermeneuticphenomenology. The results revealed that authenticity in teaching consisted of themes ofbeing one’s own self, pedagogical relationships, contestation, and ultimate meaning whichwere enacted in the participants’ practices through their sense of responsibility, awarenessof their possibilities, understanding of pedagogical relationships, self-reflection, criticalreflection, and critical hope. Inauthenticity was also conceptualized as teacher-centeredclassroom manifested in the monologic discourse and traditional assessment which couldconfirm the dialogical nature of authenticity in teaching. For the participants of the presentstudy, authenticity involved the constant process of becoming that deepened their understanding of themselves and others. Further findings are discussed in the paper.

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