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

"Confidentiality involves a clear understanding between the researcher and participant
concerning how the data provided will be used. Confidential infonnation implies that the
identity ofthe individual will remain anonymous ... and that the reader ofthe research
will not be able to deduce the identity ofthe individual" (Anderson 1999:20).
Confidentiality is intended to reassure participants that they can reveal what they
otherwise might not, in order to help the researcher to understand their perspectives more
fully, and with particular sensitivity to their feelings.
It was clear that the principals ofthe participating schools had their own agendas. In three
ofthe participating schools, the principals were eager to receive regular feedback on the
progress ofthe project and would often ask questions relating to the progress and
development ofthe teachers. One ofthe principals initially requested a quarterly written
report on the project. I had to diplomatically explain that such a report was not possible,
as it would compromise my relationship with the research participants.
At this school, while the principal gave me free access to the school and teachers, some
teachers were initially unwilling to allow me into their classes. They were content to
attend the workshops but were uncomfortable to have me sit in on their lessons. These
same teachers were also content to have me examine work they had already covered,
worksheets, tests and examination papers. Even when the 'rules' originally negotiated do
not turn out to be less stringent than expected, or more rigid and restrictive, access may
still have to be negotiated (Delamont 2002). It became apparent that the level ofaccess
was not what I had initially thought I had, and that I needed to develop and strengthen my
relationship with these teachers. Although I had gone to great pains to explain that the
lesson observations were strictly for research purposes and that teachers' anonymity,
privacy and confidentiality would be respected, it was clear that I had to earn teachers'
trust and not to be overzealous in my attempts to observe lessons. On several occasions
these participants' appointments had to be rescheduled for reasons, which included
personal commitments and plain failure to remember appointment dates and times.
Delamont (2002) warns that a participant's rescheduling ofappointments may be a way
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