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The Self-Developed Teacher Education Research Ethics Competency (TEACH-er) project is an eighteen-month Erasmus+ small-scale partnership (KA210-SCH) led by the Marino Institute of Education (MIE), Dublin, in collaboration with the Universitat Autònoma de Barcelona (UAB) and St Joseph’s Secondary School, Dublin. Funded under the Erasmus+ Partnerships in School Education (2025–2026), the initiative addresses a gap in professional learning for teacher-researchers.
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The project team will work with teachers to generate resources to enable teacher-researchers to assess their own skills, knowledge & needs with regards to education research ethics; to build the capacity of teachers to engage in classroom-based research in ways that are ethically sound in the absence of ethical oversight; and the resources produced will be informed by the real-world unique ethical dilemmas facing teachers-as-researchers.
The self-assessment tool will facilitate learning for the teachers around their gaps in knowledge on research ethics, ensuring that they can focus their learning where it is needed most. Additionally, the development of practice-based dilemmas will provide easily accessible real-life problems that can be used by the teachers to consider the possible dilemmas they could face whilst undertaking research and help build their capacity for ethical decision-making. The involvement of the school partners ensures that members of the target group will be involved throughout the project and that the resources produced by the project will reflect the target group’s needs around ethical research guidance.
The self-assessment tool will facilitate learning for the teachers around their gaps in knowledge on research ethics, ensuring that they can focus their learning where it is needed most. Additionally, the development of practice-based dilemmas will provide easily accessible real-life problems that can be used by the teachers to consider the possible dilemmas they could face whilst undertaking research and help build their capacity for ethical decision-making. The involvement of the school partners ensures that members of the target group will be involved throughout the project and that the resources produced by the project will reflect the target group’s needs around ethical research guidance.
Output 1
A scoping report was developed as part of TEACH-er, entitled "Educational Research Ethics (ERE) Context Mapping" and was published online as an Open Access resources for teachers and researchers in 2025. The report reviews relevant scholarly literature, professional ethics oversight in other professions, and ethics policy and guidelines across the EU to generate an in-depth understanding of ERE competence for teacher research. You can access both the Executive Summary, and the Full Report at the links below.
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Citation: Quesada-Pallarès, C., Contreras-Benítez, A.B., Ion, G., Ciraso-Calí, A., Sánchez-Martí, A., and Brennan, A. (2025). Executive Summary: Ethics in Education Research: A context mapping report within the TEACH-er project. DOI: 10.5281/zenodo.17902445
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Output 2
As part of the TEACH-er Self-Assessment Questionnaire, a set of comprehensive Professional Development Guidelines were created on Ethical Issues in Classroom-based Research. These guidelines are a reflective tool to be used by practitioners to consider their practice. The Guidelines have been published as an Open Access resource for teachers and can be downloaded at the link below.
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Ciraso Calí, A., Sánchez-Martí, A., & Quesada Pallarès, C. (2026). Professional Development Guidelines on Ethical Issues in Classroom-based Research (Version 1). Zenodo. https://doi.org/10.5281/zenodo.18232291
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