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Ethics in Action Research, Action Research Models, Both usually addressed…
Ethics in Action Research
:check: Action Research involves taking a self-reflective, critical and systematic approach to exploring one's own teaching contexts
:check: Seeks to deliberately intervene in the problematic situation to bring about change and, better yet, improvement in practice
:check: In Burns' view, Action Research is in the hands of teachers, and reflexivity, action and transformation appear embedded in the process of teachers examining their own teaching practices
Confidentiality and anonymity
Authorship and Ownership
:explode: It may be the case that participants do wish to appear under their real names
:explode: The case that participants demand to be co-authors of the project-based reports
COLLABORATION
:fountain_pen: As the participation in this case has to be
:fountain_pen: Participants must be autonomous and free to withdraw at any time without consequences.
:fountain_pen: Collaboration between a professor-researcher is a bit conflicting since the one as a researcher has more experience
Representation and voice
:smiley: Participants may ask to have data analysis revisited if they feel they have been misinterpreted or placed under a negative light
:smiley: Conversely, they may overvalue
anecdotal data in such a way that one successful account is portrayed as the common
:smiley: Informed consent forms usually include the participant’s right to corroborate data and our interpretation.
Benefits
:recycle: Discussing benefits
depend on principles of honesty and transparency
:recycle: Benefits are to be discussed and outweighed from the start and while the research project unfolds in order to ensure that participants acknowledge their different motivations.
YOUNG STUDENTS
:checkered_flag: Children, youth and adolescents are part of another group
:checkered_flag: Research can be part of the teacher's professional development children and are not there for the teacher's development.
:checkered_flag: They can participate as subjects and co-researchers.
:checkered_flag: They involve power issues as he is going to focus on his goal
Sustainability
:!: Teachers taking part in AR may be interested in sustaining their effects over time, but develop concerns about their inability to pursue AR alone
:!: AR seeks to turn small-scale, localised initiatives into long-lasting practices which trigger new cycles, new questions, and further topics for inquiry.
Characteristics
:<3: Power is linked to the maintenance of confidentiality.
:<3: There is unequal power between a teacher and researcher as there is privileged knowledge, sensitive information, and personal and professional relationships.
:<3: The power of collaboration is shaped by pre-established roles, positions and relationships
Action Research Models
Technical
Practical
Critical
Both usually addressed together with informed
consent and respect for participants.
Confidentiality
:star: Means that participants can be open to us and tell us their stories in confidence but refuse to allow us their data
:star: In other words, participants may be willing to talk but unwilling to be quoted even if they remain anonymous.
Anonymity
:red_flag: Anonymity also raises issues in relation to the very nature of AR
:red_flag: Anonymity cannot be achieved because participants could be easily traceable through the context of the research and the researchers and/or authors
POWER
