ABSTRACT

This article considers the ethical dimensions of efforts to develop professional practice with others, informed by literature on the ethics of intervention in education. Data are presented from three studies with workplace teams in early childhood education in Australia and New Zealand that have employed double stimulation within Change Laboratory activities. These data are used to exemplify how the use of double stimulation exposes issues such as agency, power, decision-making, cultural representation, and relationality in the transformation of professional practice. The central claim of the article is that researchers employing double stimulation to develop professional practice need to develop a nuanced understanding of the ethical complexities of formative efforts, both for themselves and for their fellow participants. The article concludes with a series of questions for researchers to consider when intervening in professional practice, including: Who will likely benefit if we implement the changes we are planning? and Who and what is being transformed?

摘要

本文考虑了与他人一起发展专业实践的努力的伦理维度，并参考了教育干预伦理的文献。数据来自澳大利亚和新西兰幼儿教育工作团队的三项研究，这些团队在变革实验室活动中采用了双重刺激。这些数据用于举例说明双重刺激的使用如何暴露职业实践转型中的代理、权力、决策、文化表征和关系等问题。这篇文章的中心主张是，采用双重刺激来发展专业实践的研究人员需要对他们自己和其他参与者的形成努力的伦理复杂性有细致入微的理解。如果我们实施我们正在计划的变革，谁可能会受益？和谁和什么正在发生变化？