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Abstract
Practitioner inquiry provides a powerful tool for improving practice and addressing critical issues in classrooms, schools, and broader communities. However, it also raises unique ethical challenges that often go unrecognized and unresolved. Structured Ethical Reflection (SER) provides teacher researchers with a process for identifying core values and examining the ways in which these principles are embodied in research and pedagogical practice. This article examines SER from the perspectives of theory, pedagogy, and practice.
ORCID
Douglas M. Stevens http://orcid.org/0000-0002-9691-1030
Mary Brydon-Miller http://orcid.org/0000-0001-8689-2334
Miriam Raider-Roth http://orcid.org/0000-0003-3811-8429