Systematic literature review

In this context, you will develop a comprehensive review of the literature that examines How is authentic learning conceptualized and applied in empirical studies with preservice educators and/or using photovoice in online discussions?  It is conceivable that this literature review might lead to additional topics for exploration in the dissertation proposal. 
The research paper must conform to APA 7th edition guidelines and use a systematic literature review methodology appropriate to the nature of the inquiry. The overarching criterion is whether the student has demonstrated a readiness to move from the coursework phase of the program to the final development of a dissertation proposal. Much of that determination is based on evidence that the candidate can curate relevant research materials, synthesize the literature (Please review https://guides.library.jhu.edu/lit-review/synthesize  and https://researchguides.uoregon.edu/litreview/synthesize#s-lg-box-25520420 ), identify knowledge gaps, and discuss the potential to make contributions to the focus area. The literature review scoring rubric from Boote & Biele (2005) will be used to evaluate the QE:
1. Demonstrates thorough understanding of the topic, through review and analysis of previous research;
2. Identifies key researchers and documents in the community of scholars on the topic of focus;
3. Identifies areas of consensus, dispute, and ignorance in the scholarship of the field and evaluates the nature and quality of support for various contentions;
4. Draws new insights or new questions from the literature; and
5. Examines and weighs previous and potential methods for investigating this topic of focus.
Systematic Review of Literature 
Question: How is authentic learning conceptualized and applied in empirical studies with preservice educators and/or using photovoice in online discussions?  [2010-2021]
Part A: Concept Analysis of “authentic learning”, including authentic (i.e., authentic materials, authentic experiences) and authenticity. 
Part B: How has authentic learning been applied in studies with (a) preservice educators and/or (b) using photovoice in online discussions of university courses.
Part C: Discuss the tensions, in/consistencies, trends (i.e., topic, sample, location, theoretical frames, and methodologies), and gaps (i.e., topic, sample, location, theoretical frames, and methodologies) between Part A (concept) and Part B (methodology). Specifically address the implications of these findings for research in the sociocultural context of Mainland China.
A few sample works are listed below. You are expected to engage in a comprehensive and systematic review of the literature that expands upon these resources.
PART A: Concept analysis. What are the attributes or qualities that make “authentic learning” recognizable; the components – i.e., parts or activities it involves; the associated antecedents and outcomes in place prior to authentic learning occurring and coming out of authentic learning as described in the literature since 2010 (i.e., since Rule (2006), Maina (2004) and Renzulli et al. (2004) described it and identified themes in how it was being described and studied in the literature.)
Historical work: Rule, A. C. (2006). The components of authentic learning.  
https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/35263/editorial_rule.pdf
Betz, A., Flake, S., Mierwald, M., & Vanderbeke, M. (2016). Modelling authenticity in teaching and learning contexts: a contribution to theory development and empirical investigation of the construct. Singapore: International Society of the Learning Sciences.
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. Handbook of research on educational communications and technology, 401-412.
The model of authentic learning has its foundations in the idea of authenticity, a construct that has many meanings and perspectives, and is open to interpretation. For more see,
https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=2212&context=edupapers
 
PART B
Snape, P., & Fox-Turnbull, W. (2013). Perspectives of authenticity: Implementation in technology education. International Journal of Technology and Design Education, 23(1), 51-68.
Reyes-Foster, B. M., & DeNoyelles, A. (2018). Using the Photovoice Method to Elicit Authentic Learning in Online Discussions. Journal of Teaching and Learning with Technology, 7(1), 125-138.
Sutherland, L., & Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. Higher Education, 64(6), 747-766.
Lowell, V. L., & Campion, L. L. (Eds. ). (2020). Authentic learning experiences via distance learning [Special Issue]. TechTrends, 64(4). https://link.springer.com/journal/11528/volumes-and-issues/64-4