The role of action research in the ethical training of teachers

Abstract

This study was developed in two stages. The first stage comprised a training workshop in the ethic field with 17 in-service teachers. Apart from this project, it was developed a new training, a Training Project, with a group of 11 teachers, in the ethic field also. In an action-research perspective, we have analyzed the formative processes and completed changes or effects of the training using several techniques and tools of qualitative research, to recognize the action-research relevance in ethical teachers’ training. The main findings of our research suggest that action-research is linked to a strong connection between theory and practice in the ethic field; it fosters the further development of ethical reflexion (dialogic and critical), often guiding to new visions and shared ethic conduct; it also shows a need of interaction between teachers, mainly in the field of ethic intervention with students; promotes a thorough diagnosis of different problematic interactions found in classrooms/students, trying to find solutions to those issues. The effects on teachers can be observed in the field of intervention (particularly with the introduction of new strategies for ethic training), in the field of thinking processes (reflection, awareness), and in the professional and personal relationships.