Advertisement

Navigating a Mirror Maze While Managing to Jump Ethics Hurdles

  • Kirsty Farrant
Chapter
First Online:
  • 217 Downloads
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 20)

Abstract

Being a classroom teacher and a middle leader in a school presents some challenges in terms of how to research ethically. This narrative describes the journey from practitioner to practitioner researcher, through the use of self-study as a research methdology. It provides a framework to support other practitioners wanting to make the same journey to practitioner researcher, and suggests ways to attend to the ethical dilemmas created by the tension between being a practitioner and reseacher in the same setting. This can create an environment where the practitioner researcher is kept safe, and the students are both protected and respected.

This is a preview of subscription content, log in to check access.

References

  1. Berlak, A., & Berlak, H. (2012). Dilemmas of schooling: Teaching and social change (Vol. 165). London: Routledge.CrossRefGoogle Scholar
  2. Bolton, G. (2010). Reflective practice: Writing and professional development (3rd ed.). London: Sage.Google Scholar
  3. Brookfield, S. (1995). Becoming a critically reflective teacher (1st ed.). San Francisco: Jossey-Bass.Google Scholar
  4. Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51.Google Scholar
  5. Davey, R., Gilmore, F., Haines, G., McGrath, A., Morrow, D., Robinson, R., & Ham, V. (2010, August). Professional learning through collective self-study: Sharing tales from the field. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.). Navigating the public and private: Negotiating the diverse landscape of teacher education. Proceedings of the eighth international conference on self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 69–72). Provo, Utah: Brigham Young University.Google Scholar
  6. Education Council New Zealand. (2017). Our code, our standards. Accessed 29 May 2018, from https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
  7. Farrant, K. (2014b). Polishing my critical lens: Deepening the reflection. In Changing practices for changing times: Past, present and future possibilities for self-study research (Vol. 76). Auckland, New Zealand: University of Auckland.Google Scholar
  8. Farrant, K. J. (2014a). Teaching socioscientific issues and ethical decision-making: a self-study: A thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand. Doctoral dissertation, Massey University.Google Scholar
  9. Hoban, G., McLean, P., Nielsen, W., Berry, A., Brown, C., Brown, G., et al. (2012). Developing a model for a self-study professional learning community. In S. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 175–192). Dordrecht, the Netherlands: Springer.CrossRefGoogle Scholar
  10. Holly, M. L. H. (1997). Keeping a professional journal (2nd ed.). Malvern, UK: Deakin University Press.Google Scholar
  11. Lee, S. S., & van den Berg, O. (2003). Ethical obligations in teacher research. In A. Clarke & G. Erickson (Eds.), Teacher inquiry: Living the research in everyday practice (pp. 93–102). London: Routledge Falmer.Google Scholar
  12. Loughran, J. (2012). What expert teachers do: Enhancing professional knowledge for classroom practice. London/New York: Routledge.CrossRefGoogle Scholar
  13. Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L. Hamilton, S. Pinnegar, T. Russell, J. J. Loughran, & V. K. LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 8–20). London: Falmer Press.Google Scholar
  14. Ministry of Education. (2009). Teaching as inquiry. Retrieved 29 May 2018, from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
  15. Mitchell, C., & Weber, S. (2013). Just who do we think we are… and how do we know this?: Re-visioning pedagogical spaces for studying our teaching selves. In C. Mitchell, K. O’Reilly-Scanlon, & S. Weber (Eds.), Just who do we think we are? (pp. 17–25). New York: Routledge Falmer.CrossRefGoogle Scholar
  16. Mitchell, I. (2004). Identifying ethical issues in self-study proposals. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey&, & T. Russel (Eds.), International handbook of self-study of teaching and teacher education practices. Dordrecht, the Netherlands: Kluwer Academic.Google Scholar
  17. New Zealand Association for Research in Education. (2010). Ethical guidelines. Retrieved 29 May, 2018, from http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf
  18. Pullen, W. (2016) Why are mirror mazes so confusing? Retrieved 19 December 2018, from https://www.quora.com/Why-are-mirror-mazes-so-confusing
  19. Punch, K. F. (2009). Introduction to research methods in education. London: Sage.Google Scholar
  20. Russell, T. (2009). Personal-experience methods: Re-experiencing classroom teaching to better understand teacher education. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 71–86). Rotterdam, the Netherlands: Sense Publishers.CrossRefGoogle Scholar
  21. Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Los Angeles: Sage.Google Scholar
  22. Samaras, A. P., & Freese, A. R. (2006). Self-study of teaching practices primer. New York: Peter Lang Publishing, Inc.Google Scholar
  23. Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121.CrossRefGoogle Scholar
  24. Snook, I. (2003). The ethical teacher. Palmerston North, New Zealand: Dunmore Press Ltd.Google Scholar
  25. Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. New York: Routledge.Google Scholar
  26. University of Waikato. (2009). Biotechnology learning hub: Ethics thinking tool. Retrieved 4 September, 2010, from http://www.biotechlearn.org.nz/thinking_tools/ethics_thinking_tool

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Kirsty Farrant
    • 1
  1. 1.New Zealand Post Primary Teachers’ AssociationWellingtonNew Zealand

Personalised recommendations

Cite chapter

Buy options