Teacher Learning in a Community of Practice: A Case Study of ...

as a researcher one is a nuisance (at best) and that many people ... may actively resent,
fear or resist one's presence." Negotiations around teachers' anxieties are discussed later
in this section.
Ifthe principal is ofthe opinion that teachers stand to gain from the research activity,
then it is expected ofteachers to participate in the research project. Teachers' rights to
decline are compromised by the power relation between themselves and the principal.
"The principle ofinformed consent is a standard feature ofethical procedure in social
research" Homan (2002:24). Participants must be informed about the nature ofthe
research and participation is voluntary. The principle ofinformed consent constitutes four
elements. Firstly, all pertinent aspects ofwhat is to occur and what might occur are
disclosed to the participant. Secondly, participants should be able to comprehend this
information. Thirdly, participants should be competent to make a mature and rational
judgement. Finally, the agreement to participate should be voluntary, free from coercion
and undue influence (Homan 2002; Cohen and Manion 1994). Anderson (1999) posits
two further elements, namely, that participants should be made aware ofthe foreseeable
risks as well benefits that may accrue to them. In educational research, this principle is
widely compromised (Homan 2002). In this research study, I was careful to accord
teachers utmost respect, and I was mindful ofviolating their rights as participants in this
project.
In developing relationships with teachers and principals, I had to be mindful ofthe power
relations that existed between principals and their teachers. Walford (2001:45) warns that
there is a need to be careful about the agendas ofthose who have power. It is far from
unknown for principals to suggest that researchers observe certain teachers about whom
they want information. The teacher may not be able to refuse a request, but the researcher
should be very clear that observations and interviews are confidential and are not fed
back to the principal. The problem offeeding back information to the principal would
compromise the research and lead to severe ethical problems.
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