From Observation to Ethical Inquiry: Course Redesign in Middle Level Educator Preparation

This manuscript explores the transformative impact of ethical engagement in the course MLGE 3301: Adolescent Learning, designed for pre-field students in an educator preparation program. Focused on middle-grade education and special education, this course incorporates a significant service learning component, with undergraduate students spending 10 service hours in middle school classrooms and conducting interviews with middle school students. The purpose of the interviews is to enable pre-field students to engage with middle school students and use the insights gained to reflect on the alignment between their coursework in adolescent learning theory and real-world experiences. Two professors leading the course recognized ethical concerns, leading to the refinement of Informed Consent documents and the co-construction of more ethically sound interview questions with their students. The article will also outline next steps, including mandating CITI training for ethical research practices and annual Institutional Review Board (IRB) proposal renewal. This manuscript highlights the critical role of ethics in shaping the learning experience and deepening the understanding of adolescent learning theory within educator preparation programs.