Professional Development Guidelines on Ethical Issues in Classroom-Based Research
Teacher-research -that is, research conducted by teachers in classroom or school settings- can play a big role in improving educational practice, understanding real classroom dynamics, and giving voice to lived experiences. However, to maximize the benefits and minimize potential harm, it is essenti...
| Autores: | , , , , , , , , , |
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| Tipo de documento: | relatório científico |
| Data de publicação: | 2025 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglês |
| OAI Identifier: | oai:ddd.uab.cat:323742 |
| Acesso em linha: | https://ddd.uab.cat/record/323742 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Ethical Issues Classroom-Based Research Qüestions ètiques Recerca docent |
| Resumo: | Teacher-research -that is, research conducted by teachers in classroom or school settings- can play a big role in improving educational practice, understanding real classroom dynamics, and giving voice to lived experiences. However, to maximize the benefits and minimize potential harm, it is essential that such research be carried out responsibly and ethically. This tool has been prepared as a support resource for teacher-researchers who wish to strengthen the ethical dimension of their research practice, under the framework of the TEACHer Project (2024-2-IE01-KA210-SCH-000277657). It accompanies the Educational Research Ethics (ERE) Competence Questionnaire, which invites teachers to reflect on their recent research experiences, identify possible gaps in ethical knowledge, and consider how to respond through professional development. The questionnaire is not an assessment tool, but a means for self-reflection and growth. |
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