A deep understanding of and attention to ethical practice in teacher education researchis important for many reasons, not in the least because it enhances the reputation of,and enhances public support for, the field. To protect the ethical integrity of teachereducation research, there is a need for the Journal's Editors, Editorial Consultants andreviewers to determine if teacher education researchers have secured appropriate accessto field study sites; provided written information about the proposed research; obtainedinformed consent; ensured the privacy, confidentiality and anonymity of participants aswarranted; made certain the de-identification of institutions and localities as appropriate;made known to participants their rights to voluntary participation and to withdrawthemselves and their data from studies; and provided for data security (see papers in thisVolume). However, the Journal's Editors, Editorial Consultants and reviewers also haveto look beyond these concerns to consider the existence of other possible unethical practices.Martinson, Anderson, and de Vries (2005) identified a range of mundane practicespresent in research which have detrimental effects on the ethical dimensions of researchand researchers.
Singh, M., Reid, J-A., Mayer, D., & Santoro, N. (2011). Forming, informing and transforming teacher education researchers as ethical subjects. Asia-Pacific Journal of Teacher Education, 39(4), 281-291. https://doi.org/10.1080/1359866X.2011.615115