Richard Pring (2001) The Virtues and Vices of an Educational Researcher
Pring’s 2001 work discusses the ethical considerations and virtues necessary for educational researchers. Through four case studies, Pring argues that ethical codes and rules are insufficient, and that moral deliberation and judgement are necessary. Key virtues for researchers include trustworthiness, openness, respect for persons, understanding the tentative nature of knowledge, and being deliberative. Pring also distinguishes between consequentialist and deontological rules, arguing that conflicts between these can only be resolved through deliberation. He concludes by suggesting that principles need to be enacted by researchers with particular virtues – which need to be fostered in research communities which embody trustworthiness, modesty, resilience and concern.
Helen Trelford (2021) Initial Teacher Education in peril: Why the market review is about anything but ‘world-class training’
Trelford’s 2021 article critiques the proposed changes to the Initial Teacher Education system, arguing that they are based on poor evidence and could lead to a swift dismantling of the existing system. The changes, which include quick implementation, prescriptive requirements for mentors, and more frequent inspections, are seen as ideologically driven. Trelford argues that the prescriptive nature of the proposed curriculum could leave teachers ill-prepared for the challenges of their role, reducing their capacity to adapt and question their approach.