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.
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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.
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Gísladóttir, K.R., Guðjónsdóttir, H., Jónsdóttir, S.R. (2019). Self-Study as a Pathway to Integrate Research Ethics and Ethics in Practice. In: Brandenburg, R., McDonough, S. (eds) Ethics, Self-Study Research Methodology and Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 20. Springer, Singapore. https://doi.org/10.1007/978-981-32-9135-5_6
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