Abstract
This article explores the complex relationship between researcher and respondent through shared experience and interaction in the interview processes. Ethical considerations related to the balance of power and potential for change in respondents’ professional actions and decisions post-interview are discussed whilst problematizing the concept of truly informed consent. Informed by critical incident analysis, the article draws on the researcher’s experience of undertaking a qualitative-based study founded in the principles of phenomenological hermeneutics. Concluded in 2016, the research investigates the impact of pedagogical training programs on respondents’ teaching practice and engagement with professional learning. Respondents, experienced lecturers working in the adult education sectors in Scotland and Wales, contacted the researcher to share their post-interview experiences. The research was not designed to elicit change in respondents, nor influence professional choice or practice. However, each communication received attributed participating in the research as the source for renewed interest and engagement in professional learning. Although research interviews becoming an enriching experience for respondents is a recorded phenomenon the ascribed effects were profound, potentially life-changing, and not fully anticipated. Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice.
Highlights
Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice
The study from which this article is taken, completed in 2016, conducted using the principles of hermeneutic phenomenology [1,2,3,4] was conducted with the aim of reviewing the initial teacher education programs of lecturers in further education in Scotland and Wales [5,6,7]
Given the potential for influence on personal and situational circumstance arising from research participation, should the ethical considerations related to respondents engaged in research interviews extend beyond the common respect given to anonymity, comfort, wellbeing, and professional standing [8]? Should ethical considerations be extended to consider the consequences of the possibilities for real and tangible personal and professional change brought about through reflection and discussion?
Summary
The study from which this article is taken, completed in 2016, conducted using the principles of hermeneutic phenomenology [1,2,3,4] was conducted with the aim of reviewing the initial teacher education programs of lecturers in further education in Scotland and Wales [5,6,7]. Using the lens of several years of post-graduation teaching practice, respondents were asked to critically evaluate their experiences in ‘training’ It is used here with full acknowledgement that it is not universally supported or used when describing the professional formation of teachers and lecturers.), the potential impact the training had on their engagement with continued professional learning, and their perceptions on the efficacy of the programs in preparing them for their career as a college lecturer. Where respondents are not perceived as vulnerable, the accepted considerations of ensuring extended protections for vulnerable peers are broadly absent from the wider discourse and research literature These received communications afforded an opportunity to consider these particular issues and phenomenon in more depth
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