How to Ensure Ethicality of Action Research in the Classroom?

Eeva-Liisa Peltokorpi, Kaarina Määttä, Satu Uusiautti

Abstract


During the past few years, child research has increased both when it comes to various disciplines and various methods. The

purpose of this article is to discuss those common, special ethical viewpoints that the researcher has to take into

consideration when conducting action research in the classroom. The article is based on the teacher-researcher’s action

research which was carried out among 7-9-year-old pupils (N=21). The purpose was to study their emotional coping. The

focus is on the following question: how to secure the children’s position and voices by leaning on the principle that

research should be just, valuable, and good-producing and not harm the children or have a malign influence on the

phenomenon studied. The purpose is to encourage researchers to do child research and to help them pay attention to ethical

challenges in the various phases of research.


Full Text: PDF DOI: 10.5430/wje.v2n3p32

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This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

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