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Ethics, Self-Study Research Methodology and Teacher Education

  • Book
  • © 2019

Overview

Editors:
  1. Robyn Brandenburg

    1. Federation University, Ballarat, Australia

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  2. Sharon McDonough

    1. Federation University, Ballarat, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Focuses on the intersection of ethics, self-study research methodologies, and teacher education
  • Shares accounts from self-study researchers examining ethics in context based on their own experiences and perspectives
  • Offers a critique and examination of ethical dilemmas rather than a ‘how-to’ guide

Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 20)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xx
    Download chapter PDF

  2. Ethics, Self-Study Research Methodology and Teacher Education

    • Robyn Brandenburg, Sharon McDonough
    Pages 1-14

  3. Returning to First Principles: Self-Study and La Didactique as Ethical Approaches to Teaching

    • Shawn Michael Bullock, Cécile Bullock
    Pages 15-28

  4. Positioning Others in Self-Facing Inquiries: Ethical Challenges in Self-Study of Teaching and Teacher Education Research

    • Cheryl J. Craig
    Pages 29-43

  5. Confronting the Ethics of Power in Collaborative Self-Study Research

    • Alexander Cuenca, Meredith Park Rogers
    Pages 45-59

  6. Navigating a Mirror Maze While Managing to Jump Ethics Hurdles

    • Kirsty Farrant
    Pages 61-79

  7. Self-Study as a Pathway to Integrate Research Ethics and Ethics in Practice

    • Karen Rut Gísladóttir, Hafdís Guðjónsdóttir, Svanborg Rannveig Jónsdóttir
    Pages 81-95

  8. Ethical Issues in Reporting on Teacher Candidate Perspectives in a Cultural Diversity Course: Increasing Trustworthiness, Protecting Participants, and Improving Practice

    • Julian Kitchen
    Pages 97-115

  9. Ethical Dilemmas of a Self-Study Researcher: A Narrative Analysis of Ethics in the Process of S-STEP Research

    • Stefinee Pinnegar, M. Shaun Murphy
    Pages 117-130

  10. Making the Ethical Reflective Turn in Self-Study of Teacher Education Practice Research

    • Tom Russell, Andrea K. Martin
    Pages 131-152

  11. Risk Taking in Public Spaces: Ethical Considerations of Self-Study Research

    • Lynn Thomas
    Pages 153-164

  12. The “Wicked Problem” of Ethics in Self-Study Research: Dominant, Silent and Marginalised Discourses

    • Sharon McDonough, Robyn Brandenburg
    Pages 165-176
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Keywords

About this book

This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers.


The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work.


Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.

Editors and Affiliations

  • Federation University, Ballarat, Australia

    Robyn Brandenburg, Sharon McDonough

About the editors

Associate Professor Robyn Brandenburg is a teacher educator researcher at the School of Education, Federation University Australia. Her research chiefly focuses on mathematics education, teacher education, and reflective practice and feedback. She has published extensively and presented her research nationally and internationally. Robyn has received awards for her teaching and research, including a National Teaching Excellence Award. Her current work focuses on developing and implementing the National Teacher Performance Assessment for graduating teachers. She is the current president of the Australian Teacher Education Association.


Dr. Sharon McDonough is a Senior Lecturer in initial teacher education and teacher development at the School of Education, Federation University Australia. Sharon draws on socio-cultural theories of teacher emotion and resilience, applying them to questions of i) how to best prepare and support teachers for entry into the profession; and ii) how to support teachers’, and teacher educators’, professional learning throughout their careers.

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