Module 2 Mind Map

Here is the mind map I made before starting Tasks for Module 2. It helped me to imbed the outcomes required from the module into my reading, researching and also made me realise the importance of each individual task set out in the readers. If you are starting Module 2 it may be useful for you also to outline your learning outcomes and what you want to achieve from the next module!

Draft submitted

Pheewww!

Due to a very OCD trait of mine I have been spending every second of free time I have completing Tasks before I starting on my plan. I like to have my blog my order with each Task completed which makes it both clear for me and if any future Bapp students were to use my blog! I know how frustrating it is when your laptop is super slow and you go onto a blog to read a certain post and it isn't there! Just me?!

But draft has been submitted. Hallelujah.

Task 6c - Proposed Award Title

Task 6c- Proposed Award Title

When I ask myself, where does my career lie? What do I want to be doing in 10 years’ time? I am secure in my decision that I would like to develop my career as a Dance Teacher. In the future, to develop my role in a position such as ‘Head of Dance’ or Teacher of a particular course, such as GCSE, A-Level or in a professional vocational dance school.

In response to this I believe an appropriate award title would be:

BA (Hons) Professional Practice (Dance Education)

I also considered (Dance Teaching) however I thought that by incorporating ‘education’ in the title it will allow me to encompass teaching within an educational facility.

 

Task 6b - Tools

Task 6b – Tools

Reader 6 introduces the concept of ‘inquiry tools’ which I will need to use in order to explore my emerging questions and line of inquiry. The reader illustrates clearly how I will capture “evidence from workplace using social science research tools, or methods, that allow you to use real life experiences and phenomena in a systematic and ethical manner.” Not only will my topic area extend my understanding about professional activities now but also in the future. These are tools which I will be able to use later on in my profession whether that is to develop my own practice or as a research project for my workplace and staff.

For Module 2 I have piloted a selection of these tools in order to outline the ones which will benefit my inquiry most. This ‘local experience’ should provide me with the knowledge and skills to execute a professional inquiry on a larger scale in my final module, module 3.

The reader examines 4 main research methods which have been used by past students and have become helpful in providing a common ground from which my inquiry can grow from. These 4 methods are:

Observation
Interviews
Focus Groups
Surveys
Additional-
Documents / Literature

The research I carry out can incorporate both qualitative research, which relies on words used to understand phenomena, and quantitative research, which can be translated into numerical data. As depicted in the reader by Punch (1998), “different questions require different methods to answer them.” This is why it is necessary for me to try out the tools which work best for my particular inquiry and not simply follow trend of my fellow Bapp colleagues or what has been done in the past. This experience is unique and essential to gather data to inform my inquiry.

The reader advises that in any inquiry design, importance is placed on the validity of the inquiry, “whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring” (Blaxter et al., 2001, p. 221). I can validate my inquiry by asking the appropriate research questions and using the inquiry tools to acquire relevant information. From this I will then be able to analyse the data and provide logical conclusions and recommendations. Alongside validity is reliability. I must ensure that I gain consistent results so that “if another researcher were to look into the same questions in the same setting, they would come up with essentially the same results” (Blaxter et al., 2001, p. 221). Moving on from this is the generalizability of my inquiry design.  If I am able to generalise my inquiry it allows the research to have relevance beyond immediate objectives and the desirability to relate the situated knowledge obtained from my small scale inquiry to other situations.

I have undertaken a pilot survey/questionnaire which has helped me to prepare for my plan and decide whether the tool is valuable to my inquiry or not. A survey/questionnaire, if written precisely and purposefully, can provide a means of gathering data from a wide range of respondents in a comparatively short space of time. Despite the survey I tested only being a pilot I still wanted to consider who I gathered data from in order to provide a range of opinion. I incorporated this into my survey by asking the participant to state whether they are a Performer, Ex-performer, Teacher or Other profession this will allow me to provide a range of views and determine how many responses I will need from certain areas to validate my inquiry.  I must make a choice about the ‘sample’ whether that is a ‘purposive sample’ based on participants or a ‘positivistic sample’ which is representative as it identifies within a given population, a random sample that has the same characteristics as general population.

Here is a direct quote from the reader: “Purposive- choosing people who can answer the questions using defined criteria (qualitative) in order to look at particular or situated phenomena Representative- selection of the sample population (quantitative and mixed - i.e. the interviews might follow a survey) more ‘scientific’ - using a version of probability or non-probability sampling.”

This tool is efficient in providing Quantitative data but can also yield answers of a Qualitative nature, for example, inserting blank spaces to allow participants to express their own opinions and expand on their answers. I thought this was an important aspect so I integrated this into my pilot survey.

Although low response rates are often problematic as they affect validity and reliability of data, I hope to make my survey easily accessible, available on survey monkey through which input is fast and effective, and allow time for response ie not rush an improbable deadline for surveys to be returned by. This combined with the use of other tools should solve the problem of low response rate and enable me to collate data which is reliable and valid. It is common for a work-based practitioner to use a combination of tools to examine the same issue; this is known as ‘triangulation’. According to Bell (2005,) “this approach allows the comparison of data and the presentation of more cohesive and considered research findings in social research”.  

My questions need to be organised accurately and I also need to reflect upon the layout and presentation. With a successful survey, I will be able to compare results, identify trends and patterns and offer a descriptive analysis using words or in a numerical format. As the reader suggests referencing the responses numerically will enable me to easily cross check results. Again I must consider ethical practice and record anonymously keeping in line with my responsibility as work based researcher.

My second pilot tool is Observation; as researcher I was able to watch and analyse ‘events of interest.’ In terms of a predetermined structure, I used an observation sheet similar to the one I have previously used with my employer when as a trainee I had to observe lessons and analyse what I saw in the class under specific headings. For Example, How did the children respond to the activity? Would you say the children appeared to enjoy the lesson? How did the teacher use their voice to encourage and motivate the class? I was able to design a descriptive framework which if I then collected into enough data I could present as numerically either on a graph or grid. I also experimented with observer as participant; “their involvement in the research setting or field provides them with a distinctive position as a researcher, as that of an insider who has inside knowledge of the community of practice” (Costley et al. 2010).

Initially I thought this would change the behavioural nature of the children however after a few lessons of participation the children became used to me being there and from this was able to yield information about the interpersonal relations of those being observed. For example, “many observations include non-verbal responses from participants that extend the scope of communication being observed; this phenomenon has also been described as kinesics, the science that describes bodily movement in conjunction with other qualitative information.” Here the reader explains how observation can provide a rich source of information however I will need to remain as objective as possible to “eliminate” the issue of bias. I must also acknowledge the part bias has to play within the process. The accounts recorded will be influenced by my own personal and professional beliefs, co-workers with whom I interact, and workplace culture including documentation. I must reflect on my values and actions during the entire research process and finalisation of my inquiry. Reader 6 notes that “This ability to critically reflect on values, actions and position in relation to the research (reflexivity) is a way of recognising and acknowledging the researcher’s involvement in the research process.” Reflexivity is a term used in social science to suggest that the researcher needs to try and be 'as objective as possible' about the inevitably subjective practice of research.

Unfortunately, observation can be very time consuming, attending sessions and if an observer as participant, writing up notes and evaluations after the class. I am planning to fit these observations within my working hours however if there is a good opportunity to observe an unscheduled class I will take the time and use the opportunity to do so. I must first respond sensitively and appropriately to issues of ethics, permission and confidentiality, in particular when it is not a scheduled observation, I will need to ensure every issue is addressed and permission is granted before commencing.

Although I have not specifically trialled a focus group, I have experienced the interaction achievable through my SIG and the outcomes obtainable through sharing ideas, interests and opinions. I feel as though a focus group would allow me to interact with students/staff on a more personal level and make them feel comfortable enough to share their thoughts whether positive or negative. Sometimes writing down your opinions seems like your opinion at that time has been documented and is black and white whereas in a focus groups if there are changing and developing opinions we can discuss them together and talk about the factors which affect them on a daily basis. Although putting a group together can be time consuming and not all invited participants will be willing to attend, I think with persistence and good organisational skills from my behalf, I will be able to achieve what I set out to do. Denscombe (2007) points out that I must act as facilitator and control the discussions to initiate ‘trigger’ questions in order to elicit the data needed for research. In support of this idea, Bell raises the issue that strong personalities can “also influence”, and in some cases “actually take over”; being aware of this will be very important as I still want individual opinions and not opinions which have been forced upon the group by an overpowering individual. Due to the fact there will be multiple voices I must keep all quotes and opinions confidential and non-identitive. In a sense I have experienced a form of focus group within our staffroom. We often have discussions about emerging topics and question how students are in themselves and in their level of work. It is an interesting to way to see how students which may behave and perform well in your class but not so well in others and vice versa. Sometimes it is discussed why this might be the case which is a useful topic of conversation for my inquiry! With my inquiry in mind I will encourage further staff room chats!

In terms of formed consent, for the pilot they are simply thought about however I must be aware that these are required for my practical inquiry.

Ultimately, it will be vital that I develop a real and sustained interest in my inquiry topic and that I embed it into my practice. The tools are a means of self-discovery while obtaining practice based knowledge and understanding that is related to other professionals in my field.

Task 6a - Informal Trial

Task 6a - Informal Trial

Since revising reader 6 I have begun to further understand how I will conduct my inquiry during Module 3. I will consider the variety of tools and allocate those which I think are most suitable to my inquiry and needs as an insider-researcher. Initially the tools which I believe will be most relevant to my work are observation and questionnaire/survey.

Below is a brief pilot of my questionnaire, with views from both Performer and Ex performer. This is still a work in progress and not necessarily the ‘professional’ questionnaire I would hand over to my participants however I believe it has helped to instigate my process of planning. Due to ethical restrictions I have anonymised the feedback. (Person 1 & 2)
 
Person: 1

Profession:  A

 a) Performer
 b) Ex-performer
 c) Teacher
 d) Other (please state) ...........................................

 1. It is often discussed that dancers face huge pressures from the industry. What would you say are the top 5 pressures? 
1 – Image – Body weight, Looks, Style
2 – Competition – Audition pressure
3 – Mental health/Depressive thoughts – Not good enough, Will never make it
4 – Physical pain and endurance – injury, exhaustion
5 – Unguaranteed career/work – No regular wage or income

 2. Do these pressures consider you to change profession? If not, why do/did you keep doing what you are doing?

No, I love dancing and despite the pressures of the industry there is no other career I could consider. Certainly not a sit down office job but if I want to earn more money I will take on extra teaching.

 3. Do you think staff are aware of these pressures, whether they are a dance teacher of part of faculty?

Partially, I think they are aware of the pressures but not necessarily how to deal with individuals experiencing problems!


4. What measures are in place to help dancers facing such pressures?

Students have a tutor they can talk to and if needed the tutor can refer them for extra help.


 5. What else do you think could be put in place to help the students that the school/company is not doing already?

Discussion groups – conversations regarding weight, image and personal insecurities. Also can cover other topics allowing students to express their feelings and gain support from the group leader and other members/students experiencing similar problems.

Train staffing on use of language, teaching methods, and appropriate action for students who are experiencing anxiety, depression, or low self-esteem.


 6. Are students aware and informed of people/organisations that are available to help? How do you inform the students?

Kind of, there are support lines and contact details in the student handbook but they are not really addressed. I think students would be hesitant to use these.


7. What is your policy on contacting family members/medical staff if you believe there is an issue or problem which could affect the development and well-being of a child?

A parent/carer/medical staff should only be contacted if there IS an issue which will affect a student’s well-being. Although staff have the authority to do so in regulation with safeguarding I believe it should be discussed with the student initially so they are also aware of the process of operation. This is not always done.


8. If you are a member of staff, is there regular and up to date training on safeguarding?

N/A


Any further comments on the topic of ‘Pressures that dancers face’ and ‘Methods of dealing with pressure’ welcome here:

Although expensive, I personally believe a dance school which offers professional vocational training should have someone on site that is trained to deal with people suffering with psychological concerns. Although Teachers are often aware of the pressures they are not always sufficiently trained in noticing the signs or how to deal with them.
In a sense, somebody trained in psychotherapy would know how to probe a student and make the student feel comfortable enough to talk and receive help.

Person: 2

 Profession: B

a) Performer
b) Ex-performer
c) Teacher
d) Other (please state) ......................................

1. It is often discussed that dancers face huge pressures from the industry. What would you say are the top 5 pressures?

1 – Confidence
2 – Image eg. weight and looks
3 – Injury
4 – Pressures from other dancers, team mates – regular friendship fall outs.
5 –Auditioning and contracted work – not reliable


2. Do these pressures consider you to change profession? If not, why do/did you keep doing what you are doing?

Yes, in fact I did change profession. Mainly due to injury but also because I had lost my passion for dance during college as the fun and enjoyment element was lost.


3. Do you think staff are aware of these pressures, whether they are a dance teacher of part of faculty?

In terms of my experience, although aware of injury dancers feel pressurised to return to dancing far too early and way before their injury has had time to heal. You feel you are being left behind and almost as though you are nuisance to the teacher if you are sitting out.


4. What measures are in place to help dancers facing such pressures?

Honestly, I do not think many! As my injury was severe, I felt that initially there was support from the injury clinic onsite but as the injury was long term, the support faded when really it was when I needed it most. The longer I was out of dance the more down I felt about my injury and recovery.

In terms of other support, even if a teacher would like to help it is difficult to find the time in such a busy timetable.


5. What else do you think could be put in place to help the students that the school/company is not doing already?

Scheduled meetings with a teacher or tutor. These should be regular maybe once a week, rather than once a term. In the dance world a lot can change daily let alone weekly!


6. Are students aware and informed of people/organisations that are available to help? How do you inform the students? 

I remember there were websites and numbers in my student planner and occasionally we had a workshop looking at media and photoshop images but on the whole I’m not convinced help available was addressed enough.


7. What is your policy on contacting family members if you believe there is an issue or problem which could affect the development and well-being of a child?

It should be discussed with the student first. I understand in some cases, such as students suffering with eating disorders or mental health, that the case is more critical and needs further attention. 


8. If you are a member of staff, is there regular and up to date training on safeguarding?

N/A

Any further comments on the topic of ‘Pressures that dancers face’ and ‘Methods of dealing with pressure’ welcome here:

What is a bad experience for some may be a good experience for others and vice versa. Should there be a certain age when dancers are allowed to commence full time training? At 16 are they able to cope with these pressures? In my experience, the older more mature dancers seemed to cope slightly better with the pressure. 

Task 5c - Ethics and my professional inquiry

Task 5c –Ethics and my professional inquiry

It is essential when carrying out an inquiry in a workplace that one considers the implications of ethics on professional practice and how to develop an approach to ethics during the planning stage of the inquiry. Ethics infiltrates across all aspects of our lives, both personal and professional.

As individuals, we have our own ethical outlook which governs our actions and decisions that we make. There have been various approaches towards ‘Ethics’ over many years which I have learnt from the reader and through my own research. By looking into my personal and professional ethics I will be able to arrive at an understanding as well as be able to apply principles of ethics.

My personal ethics have been informed from my upbringing, from the values my family encouraged when I was growing up, from religious influence and attending a Roman Catholic Primary School and also my own moral foundations and human nature, what I inherently know to be right and wrong. In a workplace which comprises of many different employees, customers, members, students and so on, it is essential that there is a sense of professional and organisational ethics. Ethical opinions vary from person to person and without structure in the workplace, it could result in conflict and harm to others. Professional ethics have evolved from the ‘norms’ of particular professions and most professions have developed an ethical stance or a ‘code of conduct’. These regulate any differentiation on people’s personal ethics and tacitly residing in these professional ethics and codes of conduct is the notion of good. As discussed in the previous two tasks for Module 2; for a Teacher it is critical that these codes of conducts and policies for ethical actions are enforced and practiced within in the workplace to uphold the standards of the profession.

The ripple analogy shown in Reader 5 seeks to explain the knock-on effect of our own perceptions of right and wrong towards society at large. It is undeniable that ethics pervades our lives as this chain reaction scenario demonstrates that in a situation we may be involved due to our personal, professional, organisational or societal ethics. Therefore although we have responsibility at whose door would ethical principles lie? Should personal ethics be the liability when we have established that there is a ripple effect? In each category we have a responsibility of ethics so who is to blame when something goes wrong? In the case study from Reader 5 depicting problems in the Mid-Staffordshire health system, we see this ripple analogy come into effect. Was the clinician to blame for not mentioning visible life-threatening problems? Was the hospital management to blame who as ‘management’ should have been on top and aware of their staff and practice? Was it the health authority in charge of the hospital? Or, the agencies that monitored standards? In my personal opinion, in a case like this I do not think all the blame can be put on the personal ethics of the clinician. Although partially to blame for not reporting the life-threatening problems that he/she witnessed within the practice, the professionals in charge also could be held accountable, likewise the health authority and standards agencies. Although this ethical issue refers to a health/medical situation, I can see a link across to Teaching and my place of work. If something goes wrong is it the responsibility of the Teacher? Staff? Headmaster? Education system? Governing bodies? It is essential that we know as practicing professionals, the documentation of policies and laws to abide by, and to consider in what situation am I personally accountable and what is my responsibility? I believe that the staff within a school all have a duty of care to its students. As Pip mentioned, “If a teaching assistant observes the Head Teacher ignore an incident of concern, does that justify it?”

It is inevitable that tensions can arise between personal ethics, our own professional codes and what our employer expects of us. If we remain collegial and respect the system, in theory the ripples that spread out into society should be positive and influential. Unfortunately, decisions and actions labelled ‘good and bad’ are not always a case of ‘black and white’. How and who decides is something is justified? Good? Or necessary?  It is my personal responsibility during my inquiry to thoroughly investigate any ‘grey’ areas that would affect the well-being of my participants.

When looking into the history and evolution of ethics it is interesting to see that almost every philosopher has a view on ethics, tracing back from Plato and Aristotle to modern day. We can see how Aquinas in the 13^th Century, adopted a natural law approach and that “everything should fulfil its natural end within Christian doctrine and that all things are created by God to provide a natural underpinning for Christian moral values”. Religion in a sense became the bedrock of ethics. I have been working in a Christian Primary School recently despite whether this is the religion I believe in or practice it is my duty to support the schools ethos and way of practice. It is the responsibility of the Teacher before commencing work there to consider whether they are able to support the Christian way and religious practice such as assembly, hymn signing, bible readings and study across the curriculum. In this situation, one may consider their personal ethics. What are my ethics? Can I support Christianity within my teaching? Will my personal ethics jeopardise my practice in this environment? The school supports equality and whether the Teacher is Christian themselves is not relevant, but that as a professional we respect and abide by the schools code of conduct and philosophy. Religion and law are both closely associated with morals and ethics.

Hobbes (1651) describes ethics as a practical solution to harmony within society and believed that peace and cooperation could be bought about by a social contract and adhering to a set of moral rules. This contract works on the premise that rational people will accept it on the understanding that everyone else will as well. This makes me question, who decides on rational? In a school environment the code of practice certainly determines the morals expected of its staff and students however an individual’s interpretation of rational will also influence their actions. Furthermore, not every educational system enforces these set of morals. Whilst working as a freelancer I have experienced two schools within the same town with almost identical policies and codes of conduct; the behaviour of the students however differs dramatically. One school is in a slightly more deprived area and some of the children need a lot more nurturing, teaching them wrong from right and socially acceptable behaviour. Although they students have a code of conduct they do not necessarily practice it. This is not always the fault of the school, the children may not have learnt about morality and good practice at home and so struggle to abide to rules and stop habits of bad behaviour. Here we can also see a relationship with the ripple effect. Home life affecting practice in education and society. In the other school, the students seem a lot more aware of what is expected from them and seem to have a sense of morality instilled within them whether that be from their upbringing or learnt whilst at school. Here we can see almost identical ethical rules but featuring is the problem of interpretation and implementation. It is interesting to think about the factors which bring about a ‘grey’ area and question the different theories surrounding ethics.

Kant (1179) believed that moral rules are absolute and if a universal law was applied then people would be able to cooperate. He argued that the only absolutely good thing is a good will and this theoretical approach has become known as deontology. It is the motive behind the action that determines whether or not it is morally right and is ethical action based on duty. In any workplace we have a duty. My duty is to nurture and encourage the children in a safe and inspiring environment to progress their development and learning experience. An area within my duty is to put children through examinations. It is my responsibility to ensure the children have learnt the syllabus and are ready for the exam. Although the children may have been in the class for the same length of time, some will be ready and others not. As all the children have essentially experienced the syllabus and have overtime made close friendships and built confidence within their own group/class, should I disrupt their learning by keeping some back? Should I let them all move up together despite not taking their exam grade? Could I offer it as a choice? From a deontologist point of view, it would be wrong for me to lie to the students and pretend they are all ready, and potentially this could harm the children more once they do not make the grade or feel stressed over the exam. Here I have to make an ethical action based on duty. In keeping with the organisation of one company I work for, we allow the children to move up a grade without taking their examination. A) Because the children are very young and have taken months to build enough confidence to be in class without their parents and have made strong friendships. It would be too disruptive for such young children to be changing class and detrimental to their progression of they then lost confidence. B) Exams are expensive, we do not force our students to take them. C) Exams can be stressful for young children. We do not want them to lose their passion for dance over worry and anxiety. On the other hand, I work for another company which promotes examinations. A) Because the children achieve each grade, can see their marks and feedback and are able to watch their development.  They can feel a sense of achievement and pride in their dancing. B) They know once they achieve one grade they will move into the next and this can be encouraging for the children to work hard and move up each grade. C) This can benefit them later in life if they chose to dance professionally and apply for college or even university. Some examinations can count towards UCAS points. Here I am forced to consider my ethical stance and yet remain impartial in order to support my place of work and code of conduct. Despite varying opinions, I can see that in my first workplace mentioned this structure works well to move the children up together as they are very young. In my second workplace, it works better to allow students to move up once completed their grade examination. The students are slightly older and able to cope with a changing environment/group of students.  Both places of work have considered what is best for their students and put together an ethos and way of working which encompasses those beliefs.

It was interesting to read about in ‘Arenas of professional practise’ in reader 5 and think about the attributes which depict my role. It illustrates how sometimes tensions can occur for example the codes of conducts referring to examinations at the dance schools which I spoke about above. I believe professionalism is essential to my role. I have recently experienced whereby a new member of staff have been appointed head of department. During shows, usually the students are allowed to watch the performance and simply go back stage 2 dances before their piece. The new member of staff has changed this rule and the students must now remain backstage throughout the entire show. Although I understand and sympathise with the students that they will not get to see the other dances or support their friends, as the usually take much enjoyment from,  it is my duty to respect my head of department and support the decision made.  It is also my role when students come to me with complaints to explain that the decision is to allow the show to run more professionally and advise that this is how a show would run in the professional world. It is a very fine line as the students will always reply “But we are only in school Miss”. Whether or not I agree, I must remain supportive to my department and the decisions made.

In contrast to deontology is the developed theory of JS Mill (1861) in which moral obligation produces the greatest good for the greatest number. Published in his Utilitarianism is the concept of the means justifying the ends which sharply contrasts to Kant who argues from a categorical imperative stance that moral rules are unconditional. Often discussed in media and ethical studies is the analogy of ‘kill one person to save ten’. Although an extreme example concerning life and death, I am able to connect certain features of the analogy to my workplace. If a student is persistently disruptive throughout the lesson, the teacher’s decision to remove the child from the class temporarily to allow the other children to learn in an encouraging, settled  and stable environment, could be justifiable. Despite the fact the removal of the child may sacrifice their own learning, surely it is permissible to remove them rather than sacrifice every child’s learning. With roots in utilitarianism, consequentialism engulfs the notion of the greatest happiness for the greatest number and is found in the writings of Jeremy Bentham and JS Mill.   

“Virtue ethics emphasizes the character of the moral agent rather than the rules or the consequences and what actions taken reveal about one’s character”. Here reader 5 illustrates that it is how moral dilemmas are approached not the moral conclusions reached that differentiates the consequentialist, deontologist and virtue ethicist viewpoint. It is visible in the school environment that the character of a person determines how they act. Despite let’s say, two year 3 teachers have been given the same syllabus/curriculum, the teaching techniques they use are extremely diverse and the ideas a teacher has to deliver a class very individual. The teacher is the moral agent here and it is their character which has the biggest influences on their own decisions and in turn the practice of their students. Consequently, the approach of being virtually ethical seems significant.

Plato’s notion on comparative ethics depicts that what is considered wrong/right is influenced by the passage of time. Social changes have rendered certain types of conduct and brought a rethink in previously unacceptable behaviour becoming acceptable. For instance, use of the cane in education and physical punishment or attitudes towards physical correction in a ballet class for example. Moral relativism supports this view that there are no universal moral norms. What is right or good in one society or time may not be the same in another. The majority of educational settings within Western culture, in particular within the UK itself, share the same or similar ethical expectations however worldwide establishments may differ quite dramatically. Often seen in the media is the ‘harsh’ and severe training young gymnasts are put through in China. There have been some gruelling images released which in this country would instantly be considered a form of abuse.  Children’s growing and developing bodies overstretched and contorted in ways which cause a risk to the child’s health, development and could cause life time injuries. Often these gymnasts retire around the age of 20 because of the physical strain put on their bodies. On the other hand, it is still a problem in the UK whereby dancers and gymnasts are competitively working to be the best and compete with the high expectations. Although I do believe in the UK it is slightly more regulated and organisations have to demonstrate they are promoting safe practice and are working in line with policies set in place to protect children from harm.

In the inquiry planning stage I must follow ethical practice incorporating personal, professional and organisational ethics. I should consider broader ethical implications that may be related. Through my inquiry I endeavour to improve my professional practice and in turn advance the learning experience for my students. I am hoping that by carrying out this inquiry these improvements will come hand in hand; I will ultimately become a better teacher and thus enrich my student’s educational experience.

My plan must clarify the concerns about the treatment of the people from whom I will gather data, state the confidentiality of the data, ensure the data collected is suitable and relevant,  advise that feedback will be provided to the participants and ensure the work is available for critical review.

Who are my participants? – Dance students of mixed age range, gender and ability.

How have you chosen the participants? – I am able to access their lesson as a ‘trainee’ teacher and assistant. I am also able to observe particular classes.
Why were the participants chosen? – My inquiry will look into the issues dancers face and the support available. The participants will be chosen to provide differentiation between ages, ability, and student/teacher status.
How will you contact the participants?- All contact will take place within the lesson/school environment.
How will you make sure that your participants can leave the inquiry if they desire to do so?- I will make it clear to the participant before we begin that they can decide to leave the inquiry process at any point. Although they will still participate in the class I will not use any data/results which include that individual.
Do the participants have your contact details?  - No, I do not believe it is appropriate or necessary
Are you storing the participant’s data safely? – The data will be stored digitally and will remain confidential. There must be no risk of accessibility to the data by an outsider or shared with other parties. I will also think about appropriate disposal of the data.

My duty is to present findings accurately as possible. The data should characterize the views and attitudes of the participants and not necessarily of the researcher. I will not manipulate data or leave any anomalies out but instead incorporate them into my research and discuss any problems faced. The process of inquiry and way in which you present your findings can affect your power as researcher. According to May (2001) codes of ethics assumes that if principles are applied universally the research will be ethically valid.


When analysing ethical problems, the umbrella of moral philosophy shelters three processes:

Metaethics - Analysing the meaning and nature of moral terms, judgements and arguments.

      Theoretical Normative Ethics- This involves making judgements and developing theories. It includes three elements; Moral axiology (good and evil), Virtue ethics (moral excellence in character) and Theory of moral obligation (types of actions which are morally permissible)

Applied Ethics- How moral outcomes can be achieved in specific situations.

To discuss an ethical problem, we can use descriptive ethics which provides an objective description of the reasons behind moral choices and values in society. It simply ‘states; rather than ‘examines’.

Otherwise we can use normative ethics which examines the norms or principles that people use when making moral choices (Questions of duty). It also raises deontological questions about the ‘values’ expressed. Those axiological questions go further than descriptive ethics by questioning whether an action is right or not.

Like me, there will be other people in my profession that share similar characteristics however depending on how much my occupation manifests these characteristics declares the profession or not. The reader suggests professions must have 3 features to classify. I can see I fit into this framework as I have had extensive dance training which involved significant intellectual components such as recognised qualifications and professional certification. I have then contributed to service of society through teaching dance education and sharing a way of learning. I have maintained my professionalism by keeping regular checks on my licence to practice such as my public liability insurance and DBS and the policies which affect the way I practice such as changes in curriculum, updated syllabi and first aid developments.

I am able to maintain the autonomy of my work simply through networking with other qualified teachers and those who may be in a more authoritative position who again fit into the framework of profession. In relation to reader 5, my qualifications and experience allow me to qualify as a teacher under the Professional Practitioner description, where my income is usually commissioned or contracted.

In conclusion, it is undeniable that ethics pervades all parts of our lives as I have just discussed on my blog. It is essential we understand, apply and promote ethical practice.

References:

Course reader 5, Professional ethics, Middlesex University

 

Task 5b - Ethics within the Workplace

Task 5b-Ethics within the workplace

After completing Task 5a which illustrated my initial ideas towards ethical practice and codes of conduct in the workplace, I sought out official legislation and policies to confirm what I already know and also reiterate any areas that I may have discounted.  

For all of the schools I currently work in, digital copies of these documents are available on the schools website and/or school portal. Policies include:

Anti Bullying

Attendance

Behavior

Complaints

Children who have not been collected from School

Safeguarding and child protection

SEN Policy

School closure

Whistle Blowing Policy

All documentation is very clearly presented. Take whistle blowing for example, it tells you under subtitles what the Policy encapsulates.

Purpose:

To set out the Governing Body's policy and procedure for dealing with concerns raised by employees.

Background:

Here it gives a description of the Public Interest Disclosure Act and the policy builds on the provisions of this act.

Aims and Scope of the Policy:  

·         provide avenues for employees to raise concerns internally as a matter of course, and receive feedback on any action taken; 

·         provide for matters to be dealt with quickly and appropriately; and ensure that concerns are taken seriously; 

·         reassure employees that they will be protected from reprisals or victimisation for whistle-blowing in good faith; 

·         allow employees to take the matter further if they are dissatisfied with the Governing Body's response. 

Safeguards

Here the documentation refers to Harassment or Victimisation, Confidentiality, Anonymous Allegations, Untrue/Unfounded Allegations, and Support to Employees.

How to raise a concern inside and outside of the School

The Policy sets guidelines for the employee and also provides contact details for raising a concern outside of the School vicinity.

The role of Senior Managers          

Self-explanatory.

Monitoring and review

The Headteacher will be responsible for monitoring the implementation and effectiveness of this policy/procedure. The policy/procedure will be reviewed by the Governing Body as necessary.

I considered it important that I shared this information on my blog as every Policy should be clear, comprehensive and available to staff. I have read on blogs concerning Task 5b that a couple of Teachers have had difficulty locating their School policies. I think it is very important that we are aware of the documentation, where a hard copy is kept and also if we can access the information in our own time; the Policies and Government official documentation is put into place to protect both students and staff.

I have identified the policies applicable to my role and the inquiry; I will talk about these below.

Safeguarding and Child Protection Policy-

“All staff have an important role to play in noticing indicators of possible abuse or neglect through their contact with children. It is important that all staff know what to do     if they have any concerns. Staff will create and maintain an ethos where children are encouraged to talk and are listened to. They will have an awareness of the indicators of abuse and always take any concerns seriously.”

I am confident that after recently attending a Safeguarding course and familiarising myself with the Policies that I can create this necessary safe and encouraging environment for the children I teach. Safeguarding, I believe is one of the most important aspects of my profession. Although it can be difficult to accept, every child can be hurt, put at risk of harm or abused regardless of their age, gender, religion or ethnicity. Safeguarding legislation and government guidance says that Safeguarding means “protecting children from maltreatment, preventing impairment of children’s health or development ensuring that children are growing up in circumstances consistent with the provision of safe and effective care.” In addition they state that it is “…everyone’s responsibility. Everyone who comes into contact with children and families has a role to play.”

(Working together to Safeguard children, HM Government 2013)

Code of Conduct-

·         Staff are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions.               

·         Staff will ensure their behaviour remains professional at all times, including their dress and use of language.                      

·         Physical contact between adults and children should be kept to the minimum required. Younger children may need more physical contact than older children.          

·         Adults should avoid contact which could be misconstrued. It is not permissible to take children alone in a car on journeys, however short.

·         Do not make suggestive or inappropriate remarks to or about a child even in fun, as this could be misinterpreted.   

·         It is important not to deter children from making a ‘disclosure’ of abuse through fear of not being believed, and to listen to what they have to say.                

·         It is important to follow procedure for reporting concerns, and not to attempt to investigate the concern yourself.

Remember that those who abuse children can be of any age (even other children), gender, ethnic background or class, and it is important not to allow personal preconceptions about people to prevent appropriate action taking place.

Good practice includes valuing and respecting children as individuals, and the adult modelling of appropriate conduct which will always exclude bullying, shouting, racism, sectarianism or sexism.

The code of conduct should clarify an organizations mission, values and principles, linking them with standards of professional conduct. It is our own personal experience and upbringing that shape our ethical views. What you may consider wrong or inappropriate behaviour, another person may consider that perfectly suitable. The code of conduct in this instance is addressed to the teachers and staff. The children also have their own code of conduct and it is the teacher’s responsibility to ensure that both codes of conducts are enforced within their class and school.                

Data Protection Act-

The school is committed to the Data Protection by legal obligation. They fully comply with the Data Protection Act 1998, following the key principles and guidelines on the gathering, storage and deleting of all data.

The workplace stipulates that this includes personal data relating to any employee, worker, customer, client, supplier or agent of the client. All data is confidential and should not be shared publically unless permission is given.

This relates to my inquiry in terms of gaining consent. I must ask permission to carry out my inquiry, ensure that by doing so I will not break any rules laid out in the Data Protection Act or Safeguarding Policy. As mentioned in Task 5a ‘no one should come to any physical or psychological harm during my inquiry process.’ I will ask for permission to use certain data anonymously and will allow my employers access to my findings, notes and blogs.

Images/Photography & Social Networking and Electronic Devices-

Schools display their Policies differently.  Some have separate policies for Use of Images/Photography and Social Networking and Electronic Devices where as some schools combine under one title and one Policy.

The workplace specifies that photography and images are only authorised and carried out by a pre- screened designated photographer. Any photography is pre-arranged with our Franchisees and their staff with parental permissions obtained.

At one school I work for, when preparing for shows and performance, I video the dancers and allow them to watch it back in order to improve. This video is kept confidential and I never share them on any social media sites. This however is something I would like to investigate further. Our department has always worked this way but do we need to send our parental permission

each time or is this covered in the school policy? Furthermore, as a freelance outreach teacher the students are allowed to add me on my professional and private Facebook page through which I can communicate anything regarding classes and rehearsals etc. The student s have asked me if I can video their show next week and post it on Facebook so they can all watch it and share with their own friends and family; this is something I am currently looking into. I think it is important to note that there is a significant difference between policies within Primary School, Secondary Schools and Dance Colleges.

I personally have experienced teachers advising that they cannot befriend their students on Facebook due to breaking Policy regulations. I completely support and respect this however it is a hot topic of discussion the acceptability of a professional social media page which is kept entirely separate from your personal one. Each school has a different Policy surrounding these issues and so I must respect each school and abide by the rules in order to promote the children’s safety and welfare, and my own.