Hans Loewald: un freudiano diferente

Ethical principles require careful consideration in any research setting, particularly in qualitative research where not only the subject matter is involved in ethical issues but also the methods and procedures used (Punch, 2009). Qualitative researchers acknowledge that moral and ethical issues encountered can be extremely complex and subtle. A number of factors need to be considered, including voluntary participation, informed consent, confidentiality and the

storage and use of data (Burns, 2000; Cohen et al., 2007; Punch, 2009). In this study, it is important that the student teachers’ voices are heard, particularly through the online data, and I took into account that technology can sometimes mask these voices (Marra, 2006). Whilst undertaking this research, I was always transparent about the online data-collection process to ensure that the participants felt their work was protected and valued. Stake (2006) suggests that a lot of research undertaken in education contexts has multiple purposes, which include an interest in both processes and outcomes. This research appears to fall into this category, as I was interested in determining the views of the student teachers and early childhood teachers as well as the processes that produce these outcomes. For this reason, a multi-method approach was used that included both interviews and the online data. The University of Waikato places a high priority on ethical considerations in research, and any human research undertaken at the University of Waikato must have approval from its Human Research Ethics Committee. This requires a formal written application that outlines how key ethical and legal issues, such as those raised in this paper, were to be addressed in the proposed research project. This process was completed before the study began.

The large number of early childhood settings in Hamilton and the surrounding areas decreased the potential for the early childhood settings and teachers participating in the study to be identified. The possibilities of risk were minimised by ensuring information was not used that may allow identification of the respondents. Information such as participants’ names, addresses and the names and locations of the early childhood settings in which they taught remained confidential. The manner in which the findings from the teacher interviews were reported ensured that confidentiality was maximised. For example, I assigned codes in place of the participants’ names to protect their identities.

My Role as the Researcher

I was not a lecturer in the paper that is the focus of the study at the time; however, I was aware that I would be one of the lecturers in at least one third-year paper that the student teachers would undertake the year following the data collection. I did not foresee any issues with this, but I was very clear with the student teachers about my different roles in both situations. Although I was not in a position of assessing the student teachers during the course of the data generation, I would be

in a position of assessing the student teachers in papers later in their degree. This issue had been addressed, as the assessment process was always undertaken as part of a team. Although I was a member of the department in which this study took place, the department had clear processes for the moderation of marking. We worked collegially to enhance our teaching and assessment, and I saw this study as an extension of this process.

Informed Consent – Teacher Interviews

I began the process of gaining informed consent from the participants by contacting the teachers via a letter, which included an information sheet explaining the nature of the study and what their participation would involve (Appendices D E and G). The researcher and chief supervisors’ contact details were also provided. I felt a direct approach was appropriate because I had already contacted their association leader or centre manger seeking permission to approach the teachers who had indicated an interest (Appendices B and C). Written consent was obtained from each participant. The information letter that contained the consent form explained that participation was voluntary and that the participants could withdraw from the study at any time up until I had returned their interview summaries for checking.

Informed Consent - Student Teacher Online Discussion Posts

I used a similar process for the obtaining of informed consent from the early childhood student teachers. First, I approached the Chair of the Department that the paper was offered in (Appendix A) to seek permission from the paper coordinator to approach the students in class regarding accessing their online conversations as a form of data and to invite them to participate in possible follow up interviews. As soon as this approval was given, I asked the lecturers teaching the paper on the Hamilton and Tauranga campuses if I could take 15 minutes at the beginning of a class to talk with the student teachers to give them an overview of the study and invite them to participate. I left an information letter (Appendix G) and a letter of invitation including consent form (Appendix F) with them and an envelope, which was collected by their lecturers at the end of the class and returned to me.

Confidentiality, Anonymity and Privacy

The large number of early childhood settings in Hamilton and the surrounding areas decreased the potential for the early childhood settings and teachers participating in the study to be identified. The possibilities of risk were minimised by ensuring information was not used that may allow identification of the respondents.

Online discussions can also serve as a source of data. Eynon, Fry and Schroeder (2008) posit that advancements in the use of online technology have provided researchers with opportunities to use online forums as a date source. However, they caution that ethics relating to the ease in which a third party, such as a researcher, can access and reuse data outside of the original context must be taken into account at all times. Online discussion is a normal class activity in this particular paper. Weekly discussion topics are available for the student teachers to work in small groups online, and each group is able to read other groups’ contributions. These discussions relate to a topic within the paper and therefore did not have the same potential for ethical implications as questions designed specifically by the researcher. To ensure the student teachers’ voices were presented in a confidential manner, numerical codes were used in reporting of online discussion data.

The data were treated in a way that protected the anonymity and privacy of the teachers and student teachers, early childhood centres and kindergartens in this study. The names of the participants were changed using numerical and alphabetical codes. The transcribed digital interview recordings were stored in a locked cupboard in my home. The consent forms and transcripts were stored separately in a locked filing cabinet. Data will be kept for at least eight years and then it will be destroyed. The data stored in my personal computer can only be accessed with a password known only to me.

Minimisation of Risk from Harm

To minimise the potential for harm, all participants were treated with respect and consideration throughout the research process. I was aware that some early childhood teachers using ICT in their practice might have limitations. Any identified limitations were presented in a sensitive manner, as the focus of the

research was to build on teachers’ current thinking and understanding of theories of the use of ICT for teaching and learning.

I was also aware that the research had the potential to expose that student teachers’ use of ICT in their own learning might be limited. Therefore, I was mindful that some student teachers could perceive the findings of this study as failure on their part to learn particular skills in relation to ICT. I mitigated these possibilities by assuring them of the significant contribution they were making to the understanding of the nature of ICT in their learning and of the wider educational implications for this in-depth study. I raised these issues for discussion when I met with them in class so they were aware of such consequences prior to obtaining their informed consent for access to their online data.

The next chapter reports on the teacher findings from the data generated from the semi-structured interviews. Findings are supported by participants’ verbatim quotes that communicate their perspectives in authentic voices.

Chapter Five: Teacher Understandings of the Uses

of ICT

5.1 Introduction

This chapter reports the findings generated via interviews with 33 early childhood teachers. I used a thematic approach to mine the data. The themes of pedagogy, subjective norms, relational trust, ICT cultural tools and enjoyment emerged from this analysis. The use of verbatim quotations is intended to respect the authenticity of participants’ voices and to portray participant perspectives in rich detail. For protection of identities, the teachers’ names are coded alphabetically, for example Teacher A (TA), Teacher B (TB) and so on.