Prepackaged tour versus personal journey: The meaning of informed consent in the context of the teacher-study group [Book Review]
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Academic Ethics 4 (1-4):189-203 (2006)
This article discusses the specific ethical dilemma of obtaining informed consent and ensuring confidentiality and participant well-being while conducting a qualitative research study with novice ESL teachers in a Teacher Study Group. The discussion outlines their process of resolution of the ambiguities inherent in the research process – in essence the researchers’ personal journey of discovery. The article concludes with the broader implications for making the research process more transparent for other academic researchers working in the field of language-teacher cognition.
|Keywords||emergent research design ESL ethics informed consent novice teachers qualitative research teacher study groups|
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