Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/32021
Title: Designing a consequentially based study into the online support of pre-service teachers in the UK
Authors: Kontopoulou, Konstantina
Fox, Alison
First Published: 14-Apr-2015
Publisher: Taylor & Francis (Routledge)
Citation: Educational Research & Evaluation: An International Journal on Theory and Practice Volume 21, Issue 2, 2015
Abstract: 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.
DOI Link: 10.1080/13803611.2015.1024422
ISSN: 1380-3611
eISSN: 1744-4187
Links: http://www.tandfonline.com/doi/full/10.1080/13803611.2015.1024422
http://hdl.handle.net/2381/32021
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO and publisher website. The Version of Record of this manuscript has been published and is available in Educational Research and Evaluation 14 Apr 2015 http://www.tandfonline.com/doi/full/10.1080/13803611.2015.1024422
Appears in Collections:Published Articles, School of Education

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