Source: Teaching Education, Volume 20, Issue 2, pages 111 - 124 (June 2009).
In this article, the author offers a case of the predicaments which she encountered in conducting teacher education research at her own institution.
She also re-examine these predicaments using an ethic of mindfulness and compassion.
The author explores how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues.
Based on this analysis, she proposes that an ethic of mindfulness and compassion holds potential for guiding teacher education research and challenging researchers to see differently.
The author argues that conducting teacher education research using the lenses of mindfulness and compassion might propel social change aimed at increasing educational and social opportunity for all people and, in doing so, further the hope for justice in our relationships, teaching, and research.