Advertisement

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

  • Karen Rut GísladóttirEmail author
  • Hafdís Guðjónsdóttir
  • Svanborg Rannveig Jónsdóttir
Chapter
First Online:
  • 217 Downloads
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 20)

Abstract

While sound ethical standards are important in all research, ethical issues and challenges differ between disciplines and fields of study. Self-study in teacher education often includes specific ethical issues that are rooted in the very nature of self-study. The purpose of this chapter is to define the ethical framework we adhere to as we – three teacher educators at the University of Iceland, School of Education –conduct a self-study of our educational practice. The aim of the research is to identify the ethical dimensions influencing our research and practice. The data emerge from collaborative self-study we have conducted for the last 5 years on our collaborative group supervision of Master's projects and include research journals, notes from meetings, and feedback from and communication with students. We focus on incidents we have identified as deserving ethical consideration.

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

Notes

Acknowledgments

We thank the University of Iceland Research Fund for supporting this research and the University of Iceland Teaching fund for supporting the development of the supervisory learning community.

References

  1. Biesta, G. (2007). Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.CrossRefGoogle Scholar
  2. Biesta, G. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503.CrossRefGoogle Scholar
  3. Brandenburg, R., & Gervasoni, A. (2010). Engaging with ethical practice: A study of ethical issues arising from self-study research. In L. B. Erickson, J. R. Young, & S. Pinnegar (Eds.), Conference proceedings at the eight international conference on self-study of teacher education practices: Navigating the public and private: Negotiating the diverse landscapes of teacher education (pp. 33–36). Provo, Utah: Brigham Young University.Google Scholar
  4. Brandenburg, R., & Gervasoni, A. (2012). Rattling the cage: Moving beyond ethical standards to ethical praxis in self-study research. Studying Teacher Education, 8(2), 183–191.CrossRefGoogle Scholar
  5. Carr, D. (2000). Professionalism and ethics in teaching. London/New York: Routledge.Google Scholar
  6. Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.Google Scholar
  7. Gísladóttir, K. R. (2014). “Tjaa, I do have ears, but I do not hear”: New literacy studies and the awakening of a hearing teacher. Studying Teacher Education, 10(2), 179–194.CrossRefGoogle Scholar
  8. Gísladóttir, K. R., & Guðjónsdóttir, H. (2015). Confronting the hearing teacher in deaf education: Critical friends in self-study. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 57–74). Rotterdam, the Netherlands: Sense Publication.CrossRefGoogle Scholar
  9. Groundwater-Smith, S., & Mockler, N. (2007). Ethics in practitioner research: An issue of quality. Research Papers in Education, 22(2), 199–211.CrossRefGoogle Scholar
  10. Guðjónsdóttir, H., Jónsdóttir, S. R., & Gísladóttir, K. R. (2017). Collaborative supervision: Using core reflection to understand our supervision of Master’s projects. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. 237–255). Singapore, Singapore: Springer.CrossRefGoogle Scholar
  11. Jónsdóttir, S. J., Gísladóttir, K. R., & Guðjónsdóttir, H. (2015). Using self-study to develop a third space for collaborative supervision of Master’s projects in teacher education. Studying Teacher Education, 11(1), 32–48.CrossRefGoogle Scholar
  12. Jónsdóttir, S. J., Guðjónsdóttir, H., & Gísladóttir, K. R. (2018). Að vinna meistaraprófsverkefni í námssamfélagi nemenda og leiðbeinenda. Tímarit um uppeldi og menntun/Icelandic Journal of Education, 27(2), 201–223.Google Scholar
  13. Korthagen, F. A. J. (2013). The core reflection approach. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 24–41). New York: Routledge.Google Scholar
  14. Korthagen, F. A. J., & Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 529–552). London: Springer.CrossRefGoogle Scholar
  15. Kristinsson, S. (2013). Að verðskulda traust: Um siðferðilegan grunn fagmennsku og starf kennara. In R. Sigþórsson, R. Eggertsdóttir, & G. H. Frímannson (Eds.), Fagmennska í skólastarfi: Skrifað til heiðurs Trausta Þorsteinssyni (pp. 237–256). Reykjavík, Iceland: Háskólaútgáfan.Google Scholar
  16. LaBoskey, V. K. (2004). The methodology of self-study and theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht, the Netherlands: Kluwer.CrossRefGoogle Scholar
  17. Mockler, N. (2013). When ‘research ethics become ‘everyday ethics’: The intersection of inquiry and practice in practitioner research. Educational Action Research, 22(2), 146–158.CrossRefGoogle Scholar
  18. Palmer, P. J. (1997). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.Google Scholar
  19. Pinnegar, S., & Hamilton, M. L. (2010). Self-study of practice as a genre of qualitative research. Dordrecht, the Netherlands: Springer.Google Scholar
  20. Samaras, A. P., Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. D. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education, 8(3), 303–320.CrossRefGoogle Scholar
  21. Þorsteinsson, T. (2003). Fagmennska kennara. In B. Hansen, Ó. H. Jóhannsson, & S. H. Lárusdóttir (Eds.), Fagmennska og forysta: Þættir í skólastjórnun (pp. 187–200). Reykjavík, Iceland: Rannsóknarstofnun Kennaraháskóla Íslands.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Karen Rut Gísladóttir
    • 1
    Email author
  • Hafdís Guðjónsdóttir
    • 1
  • Svanborg Rannveig Jónsdóttir
    • 1
  1. 1.School of EducationUniversity of IcelandReykjavíkIceland

Personalised recommendations

Cite chapter

Buy options