Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
Ethics, Self-Study Research Methodology and Teacher Education

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

Abstract

While the study of practice is first and foremost for our current and future teacher candidates, teacher educators’ research into practice is also aimed at improvement in the wider education community. Thus, self-studies of practice must also be guided by ethical purposes: improving practice, demonstrating trustworthiness as research, and, most importantly, ensuring that teacher candidates are safe while the research is conducted and after it has been disseminated. This chapter focuses on the ethical issues raised by reporting on teacher candidates perspectives in a cultural diversity course in which many controversial issues are raised. The benefits of collecting and reporting teacher candidate perspectives are juxtaposed with the risks relation to four themes. The first theme, increasing trustworthiness, addresses the value of this type of research to the field of teacher education and the steps taken to ensure rigour and trustworthiness. The second, protecting participants in scholarship, attends to the dilemmas in sharing participants’ perspectives in research studies. The third theme, improving practice, illustrates how the collection of teacher candidate data contributes to pedagogy during and after the course. The final theme, protecting teacher candidates in class, addresses the potential risks to participants who reveal their perspectives during the course.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Baier, A. C. (1994). Trust and anti-trust. In Moral prejudices (pp. 231–260). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Barro, J. (2017, July 17). Liberals can win again if they stop being so annoying and fix their ‘hamburger problem’. Business Insider.

    Google Scholar 

  • Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

    Google Scholar 

  • Coia, L. (2016). Trust in diversity: An autobiographic self-study. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 311–316). Herstmonsceux, UK: Self-Study of Teacher Education Practices SIG.

    Google Scholar 

  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3 rd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Dewey, J. (1938). Experience and education. New York: Collier.

    Google Scholar 

  • Fletcher, T., Ni Chroinin, D., & O’Sullivan, M. (2016). Multiple layers of interactivity in self-study of practice research: An empirically based exploration of methodological issues. In D. Garbett & A. Ovens (Eds.), Enacting self-study as a methodology for professional inquiry (pp. 1–25). Herstmonsceux, UK: Self-Study of Teacher Education Practices SIG.

    Google Scholar 

  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.

    Article  Google Scholar 

  • Guba, E. G. (1990). The paradigm dialog. Newbury Park, CA: Sage.

    Google Scholar 

  • Kitchen, J. (2005a). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2), 194–207.

    Article  Google Scholar 

  • Kitchen, J. (2005b). Looking backwards, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education, 1(1), 17–30.

    Article  Google Scholar 

  • Kitchen, J. (2016). Looking back at fifteen years of relational teacher education: A narrative self-study. In M. Hayler & J. Williams (Eds.), Transitions and transformations: Teacher educators’ journeys of becoming (pp. 167–182). Rotterdam, the Netherlands: Springer.

    Google Scholar 

  • Kitchen, J. (2018, April). Attending to the concerns of teacher candidates in a social justice course: A self-study of a teacher educator. Presented at the annual meeting of the American Educational Research Association, New York.

    Google Scholar 

  • Kitchen, J., & Bellini, C. (2012). Making it better for lesbian, gay, bisexual and transgender students through teacher education: A collaborative self-study. Studying Teacher Education, 8(3), 209–225.

    Article  Google Scholar 

  • Kosnik, C., & Beck, C. (2002, Summer). The contribution of faculty to community building in a teacher education program: A student perspective. Teacher Education Quarterly.

    Google Scholar 

  • Kosnik, C., & Beck, C. (2008). We taught them about literacy but what did they learn? The impact of a preservice teacher education program on the practice of beginning teachers. Studying Teacher Education, 4(2), 115–128.

    Article  Google Scholar 

  • Kristof, N. (2016, May 7). A confession of liberal intolerance. The New York Times.

    Google Scholar 

  • LaBoskey, V. K. (2004). The methodology of self-study and its 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.

    Chapter  Google Scholar 

  • Lee, A. (2011). Self-study of cross-cultural supervision of teacher candidates for social justice. Studying Teacher Education, 7(1), 3–19.

    Article  Google Scholar 

  • Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London/New York: Routledge.

    Google Scholar 

  • Loughran, J. (2007). Enacting a pedagogy of teacher education. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships, and practices (pp. 1–5). London: Routledge.

    Google Scholar 

  • Luaer, P. (2006). An education research primer: How to understand, evaluate, and use it. San Francisco: Jossey-Bass.

    Google Scholar 

  • McIntosh, P. (1990). Unpacking the invisible knapsack. Independent School, 49(2), 31–36.

    Google Scholar 

  • Menna, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 international conference on self-study of teacher education practices. Studying Teacher Education, 13(1), 105–122. https://doi.org/10.1080/17425964.2017.1287694

    Article  Google Scholar 

  • Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Education/Review, 60, 415–442.

    Article  Google Scholar 

  • Mitchell, I. (2004). Identifying ethical issues in self-study proposals. 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. 1393–1442). Dordrecht, the Netherlands: Kluwer.

    Chapter  Google Scholar 

  • Nieto, S. (1990). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.

    Google Scholar 

  • Patka, M., Wallin-Ruuschman, J., Wallace, T., & Robbins, C. (2016). Exit cards: Creating a dialogue for continuous evaluation. Teaching in Higher Education, 21(6), 659–668. https://doi.org/10.1080/13562517.2016.1167033

    Article  Google Scholar 

  • Ragoonaden, K., & Bullock, S. M. (2016). Critical friends: The practical wisdom of professional development. In K. Ragoonaden & S. M. Bullock (Eds.), Mindfulness and critical friendship: A new perspective on professional development for educators (pp. 13–32). Lanham, MY: Lexington Books.

    Google Scholar 

  • Russell, T. (2004). Tracking the development of self-study in teacher education research and practice. 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. 1191–1210). Dordrecht, the Netherlands: Kluwer.

    Chapter  Google Scholar 

  • Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Schuck, S., & Russell, T. J. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121.

    Article  Google Scholar 

  • Schuck, S., & Segal, G. (2002). Learning about our teaching from our graduates, learning about learning with critical friends. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 88–101). London: RoutledgeFalmer.

    Google Scholar 

  • Solomon, P., Portelli, J., Daniel, B., & Campbell, A. (2005). The discourse of denial: How white teachers construct race, racism, and “white privilege”. Race, Ethnicity and Education, 8(2), 147–169.

    Article  Google Scholar 

  • Tom, A. (1997). Redesigning teacher education. Albany, NY: SUNY Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Brock University, St. Catharines, ON, Canada

    Julian Kitchen

Authors
  1. Julian Kitchen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Julian Kitchen .

Editor information

Editors and Affiliations

  1. Federation University, Ballarat, Australia

    Robyn Brandenburg

  2. Federation University, Ballarat, Australia

    Sharon McDonough

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kitchen, J. (2019). Ethical Issues in Reporting on Teacher Candidate Perspectives in a Cultural Diversity Course: Increasing Trustworthiness, Protecting Participants, and Improving 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_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-32-9135-5_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-32-9134-8

  • Online ISBN: 978-981-32-9135-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation