Reflective Entry 5


Reflective Entry 5: Discuss how ethical issues are being addressed while you are taking action.

At the beginning of my inquiry my initial thoughts about ethical practices was to follow the duty of care, like most teachers reflecting on my own practice was first needed so that student needs could and would be addressed. What ethical issues could arise if everything we do is to be better our practice for our students?

Considering the ramifications my enquiry could have on my students more research needed to be had around ethical guidelines. This led me to confidentiality, as the community in which I teach is closed of from most outside ideals and teachings. We are governed by our contracts, which clearly states the need for confidentiality and protection of our student’s rights as a person first but also as a member of this community.  According to NZARE (2010), we should report objectively, frankly and without prejudice. Ensuring that my students and the community are well informed before hand and that they feel their values are being respected throughout this process has been invaluable to making this action plan a success. I kept clear lines of communication open between myself and my students through each stage of my enquiry. Students were able to ask questions about SDL and student agency and why these are important. (Horasanlı, 2010)

Keeping within the lines of confidentiality, all surveys were completed anonymously, even to myself. Questions around assignment design and the use of CANVAS were added to this survey and 100% of my class complete the, that enable students to self-direct. The collected information was the collated and a PDF report was sent to me. From there, I used the data to inform my action plan and to reflect on my own pedagogy. Furthermore, I set up a meeting with my principal in order to share the information with him. Together we set goals for my practice which were connected to my enquiry around student agency and self-directed learning.

In addition, many observations were made by my-self, of the students interacting with the digital platform, while self-directing their learning. In understanding the community in which I work, rules of student engagement within a digital platform are limited, I found this hard as I encourage students to explore digital resources and be digitally creative, while keeping to the parameters of my what is acceptable. Having taught in state schools with more liberal parameters it was my ethical duty to respect my school’s community, whanuas’ expectations. Which leads to theory that ethical practice is not a one size fits all model. (Hall, 2001)


References:
Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. IIPE Conference for Ethics, Law, Justice and Governance, Griffith University, NAthan Campus, Brisbane, 8 April, (April). Retrieved from http://www.educationalleaders.govt.nz/content/download/545/4465/Hall 2001.pdf
Horasanlı, E. (2010). NZARE Guidelines. Life Sciences, (September), 100. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.633.8948&rep=rep1&type=pdf

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