final article designing a consequentially based study into the online support of pre-service teachers in the UK March 3 2015.pdf (392.81 kB)
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Designing a consequentially based study into the online support of pre-service teachers in the UK

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journal contribution
posted on 21.04.2015, 10:07 by Konstantina Kontopoulou, Alison Fox
This paper reports on the design of the pilot stages of a doctoral study into the online support of pre-service teachers in the UK. It highlights the significance of a consequential, rather than deontological, perspective in guiding the development of a study’s design. The study initially aimed to explore pre-service teachers’ perceptions and use of social media on their school placements by setting up groups on Facebook and Twitter to act as platforms for pre-service teachers to interact with their peers and support each other during their placements. However, several problems occurred in relation to the recruitment of participants which challenged the direction of the study. It became increasingly clear that there was significance in the positionality of the researcher as an ‘outsider’ to the research context and the potential role for gatekeepers in understanding remote research sites. An ethical framework was used to make a more comprehensive analysis of the issues at play which helped identify ways of proceeding. A redesign of the study followed with a stronger rationale for the way consequential considerations can help address deontological concerns.

History

Citation

Educational Research & Evaluation: An International Journal on Theory and Practice Volume 21, Issue 2, 2015

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

AM (Accepted Manuscript)

Published in

Educational Research & Evaluation: An International Journal on Theory and Practice Volume 21

Publisher

Taylor & Francis (Routledge)

issn

1380-3611

eissn

1744-4187

Copyright date

2015

Available date

14/10/2016

Publisher version

http://www.tandfonline.com/doi/full/10.1080/13803611.2015.1024422

Editors

Busher, Hugh;James, Nalita

Language

en