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

  • Tom RussellEmail author
  • Andrea K. Martin
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Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 20)

Abstract

Following Schön’s (1991) concept of a reflective turn, we explore the unique nature of the ethical reflective turn required by research using methods of self-study of teacher education practices. In addition to developing the idea of an ethical reflective turn in the context of self-study research, we draw on personal cases of self-study research that involved interactions with or collaborations with students. These cases consider interactions both with individuals and with entire classes of teacher candidates. Students are always expected to listen to their teachers; when teachers also listen to students, as in self-study, the ethical dimensions of the teacher-student relationship become much more obvious. One quality that is essential in self-study research is trustworthiness, yet the ethical reflective turn goes beyond trustworthiness to include care, respect, and integrity. The normative culture of teaching assumes that teaching is kept private. Teaching experiences are usually not shared with teaching colleagues, yet teaching is utterly public to those one is teaching. The ethical reflective turn in self-study research can help to shift the public nature of the classroom from tacit and transmissive to explicit and metacognitive:

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© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Faculty of EducationQueen’s UniversityKingstonCanada

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