Prepackaged tour versus personal journey: The meaning of informed consent in the context of the teacher-study group [Book Review]

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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DOI 10.1007/s10805-006-9027-z
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