19 SES 03, Ethics and Research in Educational Ethnography (Part 2)
Symposium continued from 19 SES 02
While developing a position of a Teacher Researcher, I have aimed at making the educational practice and research to meet more quickly and more effectively. Working 80% as a music teacher in a Finnish comprehensive school and 20% as a researcher in the University of the Arts, I am able to bring research based information to the school practice as well as to raise current topics and to collect material for the research. The key benefits of the double role are living in the “field” for years, possessing tacit knowledge of the profession, and following the societal and educational changes in the school in real time. However, there are also difficulties due to the double position. Firstly, how to share your time to serve relevant practices in both fields? Secondly, how to record the daily life of the school, balancing your research interests, teaching schedule and ethical questions? Thirdly, how to combine the positions as an observing researcher and as an equal and active member of the school staff? Ideally, being a “Double Agent” and hence knowing the practices, languages and ethical codes of both professions, a teacher researcher can act as an active agent for participatory practices and positive change in both the fields. Yet, there is a danger of being perceived as a spy agent, if the colleagues or students feel that anything they say may be used for unknown purposes. Thus, special sensibility is needed in choosing the research topics and methods. Introducing a process of choosing and changing my current research topic, I will discuss (1) practical benefits and difficulties of the double role, (2) ethical issues concerning both the pupils and the colleagues, and (3) my solutions on how to define the topics and design the methods when conducting ethnography in my own educational community.
None cited in abstract
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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