Ethical Issues when Teaching Praxis is Coextensive with Qualitative Research Praxis—An Introduction

  • Wolff-Michael Roth University of Victoria
Keywords: Being-with, responsibility, praxis, phenomenology, hermeneutics, philosophy of difference

Abstract

Coteaching is a rather recent form of praxis that allows new and experienced teachers to learn to teach while teaching. In its inception, however, coteaching has evolved as a way of doing research by centrally participating in the praxis that one is interested in understanding. The approach leads to a number of ethical issues arising from the fact that coteaching requires collective responsibility all the while participants are positioned differently from an institutional perspective. In this introduction, I articulate a framework that allows us to situate the lead article featured in this debate and the commentaries that an international group of authors—all practitioners of the method—provided. URN: urn:nbn:de:0114-fqs0604174

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Author Biography

Wolff-Michael Roth, University of Victoria
Wolff-Michael ROTH (http://www.qualitative-research.net/fqs/impressum/roth-e.htm) is Lansdowne Professor of applied cognitive science at the University of Victoria. His interdisciplinary research agenda includes studies in science and mathematics education, general education, applied cognitive science, sociology of science, and linguistics (pragmatics). His recent publications include Talking Science: Language and Learning in Science (Rowman & Littlefield, 2005), Doing Qualitative Research: Praxis of Method (SensePublishers, 2005), and Learning Science: A Singular Plural Perspective (SensePublishers, 2006).
Published
2006-09-30
Section
FQS Debate: Qualitative Research and Ethics

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