International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Ethics
Page 1/5
46 items
1
The article explores the authors', two teacher educators’ and a pre-service teacher’s, understanding of the ethical dilemmas, obligations, and plotlines that emerged in the experiences of a pre-service teacher as she began to develop her identity as a teacher.
Published: 2011
Updated: Feb. 28, 2017
2
Through examining related literature and incorporating the author's own experiences, she explores ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life.
Published: 2015
Updated: Feb. 26, 2017
3
This article has explored the question of whether student research undertaken in the context of taught modules should be subject to RE review. The authors contend that the RE review of in-class research involving human subjects will protect researchers, participants and the institution, serve to engender a strong RE culture within universities and ensure that students graduate with an ethical awareness not always evident in recent generations. The authors outline a number of mechanisms that can plausibly be used to address the issues of resource constraints that limit most REC’s in the contemporary environment. Of particular note are their novel suggestions of asynchronous review and the inclusion of students in the oversight process, with due safeguards built in.
Published: 2014
Updated: Nov. 24, 2016
4
In this article, the authors examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged their ethics as researchers and led them to new understanding and knowledge. Their focus is on the initial acknowledgment of what they considered to be an ethical dilemma as it had rattled their cage. The authors conclude that collecting data about critical incidents related to the ethical dilemmas that arise in conducting research is an important aspect of self-study research. Thus, they recommend that self-study researchers: (1) collect data about ethical dilemmas that arise during (and following) research; (2) explore and systematically analyze these dilemmas; and (3) work toward resolving these as an integral part of any self-study research.
Published: 2012
Updated: Jun. 21, 2016
5
This paper explores the extent to which and ways in which philosophical ethics can make an educational contribution to teachers’ understanding of their practice as a distinct moral domain. Philosophical ethics is argued to facilitate two necessary features of teachers’ moral understanding of their practice. The article characterizes the educational value of these contributions as an on-going learning process of moral inquiry and practice that is best implemented through a form of liberal education. This characterization serves to distinguish it from approaches that would aim to initiate teachers into particular ethical frameworks, on the one hand, or a subjective or relativistic moral pluralism, on the other.
Published: 2013
Updated: Nov. 03, 2015
6
The aim of this article was to explore the experiences of insider researchers and to draw comparisons between that role and the role of the educational developer, noting in particular the ambiguity of an ‘in-between’ existence that is common to both roles. The article illustrates how five aspects of insider research: proximity, multiple roles, internal politics, ethics and voice, may enable these tensions to be viewed from a different perspective. The author concludes that both insider researcher and educational developer are required to adopt a balancing act to function effectively and constantly need to reflect on their position to maintain the validity of their activities.
Published: 2013
Updated: Oct. 11, 2015
7
The main objective of this study was to identify emergent learning aspects of team-based simulations (TBS) among teacher trainees through transcribed videotaped simulations of critical ethical incidents. Findings point to a four-dimensional model of ‘Learning ethical conduct through TBS.’ First, TBS enables trainees to learn to make decisions within a “supportive-forgiving” environment. Second, the use of TBS may increase trainees’ awareness of their responsibility to learn how to develop standards of care for their students. Third, TBS helps teacher trainees to learn how to reduce colleagues’ misconduct. Fourth, TBS helps trainees develop an integrative approach as they have to consider different perspectives simultaneously.
Published: 2013
Updated: Apr. 12, 2015
8
This article explores the use of the author's own self-presentation as a method of gaining physical and social access to ethnographic sorority spaces. The article then considers the methodological consequences that may ensue when a researcher becomes “too good at fitting in.”
Published: 2014
Updated: Mar. 16, 2015
9
This article examines how trainee teachers aligned themselves with the GTCE Code of Conduct and Practice. The authors used Q-methodology to identify trainees’ underlying subjectivity in relation to statements from the code. The findings revealed that trainees represented a highly homogenous group who were able to prioritise undifferentiated transgressions in very similar ways. This research has shown that within the sample of this enquiry those entering teacher training generally represent a homogenous group whose ethical values and underlying subjectivity are consistent with both the profession and GTCE. Trainees in the early stages of their training already recognise, prioritise and align themselves with those ethical issues that one would expect both the GTCE and profession to prioritise.
Published: 2012
Updated: Dec. 22, 2014
10
This article explores the ethical dimensions of what Cochran-Smith and Lytle have termed the dialectic of practitioner inquiry. The article argues that the reflexive nature of the theory/practice dynamic means that, in the context of sustained practitioner inquiry, the ethics of research and the ethics of practice both hold the potential to be shaped by and to shape the other. Elsewhere in discussions of the issue of quality in practitioner and other practice-based research, Groundwater-Smith and Mockler have argued that ethical professionalism can and does work as a platform for quality, pushing practitioner inquiry ‘beyond celebration’.
Published: 2014
Updated: Nov. 24, 2014