Titlebook: Ethics, Self-Study Research Methodology and Teacher Education; Robyn Brandenburg,Sharon McDonough Book 2019 Springer Nature Singapore Pte

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Deficit Irrigation and Water Conservation,w Boards, IRBs, may adopt strangely inconsistent stances – either claiming that doing self-study research will automatically cause an unmanageable power imbalance within a teacher education program or claiming that self-study work does not require ethical review because it is not actually research.

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https://doi.org/10.1007/978-3-642-22757-81998, p. 236)—is a misnomer (Craig & Curtis, in press). While the research genre unquestionably revolves around self, it always includes others because practices necessarily unfold in the milieus in which we are immersed. We mostly are “assisted selves” because our inquiries are informed directly or

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Concerns with the Explanation of Crime,h an exploration of the self, as much as it is of the not-self—the various other individuals that interact with a practitioner-researcher at any given time during a study (Hamilton & Pinnegar, 1998). Conducting research about the self and interacting with others inevitably leads to ethical questions

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https://doi.org/10.1057/9781137496195 journey from practitioner to practitioner researcher, through the use of self-study as a research methdology. It provides a framework to support other practitioners wanting to make the same journey to practitioner researcher, and suggests ways to attend to the ethical dilemmas created by the tensio

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Shariah and the Objectives of Islamic Law researched, place, practice, context, interpretation, presentation, and institutional review boards (IRB). We then reconsidered our categorization using the characteristics of intimate scholarship as a framework. These characteristics include relationship, vulnerability, ontology, dialogue, and ope

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https://doi.org/10.1057/9780230501072of self-study of teacher education practices. In addition to developing the idea of an ethical reflective turn in the context of self-study research, we draw on personal cases of self-study research that involved interactions with or collaborations with students. These cases consider interactions bo

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Mapping the Space of Postmodernism or the researcher, but inevitably concerns others, given that the full title of the research methodology is the self-study of teacher education practices (Bullough & Pinnegar, 2001; LaBoskey, 2004). Teacher education practices almost always involve our students, but we may also involve others, such