Lourdes Villardón

The purpose of this article is to illuminate the conceptualisations and applications of the Belmont Report’s key ethical principles of respect for persons, beneficence, and justice  based on a document analysis of five of the most relevant disciplinary guidelines on internet research in the social sciences. These seminal documents are meant to provide discipline-specific guidance for research design and implementation and are regarded as key references when conducting research online.  Our analysis revealed that the principles of respect and beneficence were explicitly conveyed in the documents analysed, offering nuanced interpretations on issues of informed consent, privacy, and benefits and risks as well as providing recommendations for  modifying traditional practices  to  fit  the  online  setting.  However,  the  invocations  of  the  principle  of  justice  were  rather implicit and reflect an important shift from the Belmont Report’s protectionist ethical position towards more situational and dialogic approaches. With the rapidly evolving nature of internet technologies, this analysis is projected to contribute to the ongoing developments in research ethics in the social sciences by outlining the tensions and implications of the use of the internet as a methodological tool. We also seek to provide recommendations on how disciplinary associations can proceed to  facilitate  ethically  sensitive  internet  research. Keywords  Internet research ethics · Online research ethics · Digital research ethics · Ethics guidelines for internet research · Belmont Report

The construction of the professional identity is one of the educational
goals of teacher training. The target of this investigation is to know how the
professional image of teacher has changed during university studies. In the
research, 134 students of the last year of the Grade in Primary Education have
been involved responding to an open-ended questionnaire. The replies of the
participants suggest that the taken studies of the grade have promote to change
their image of the teacher as it has helped to recognize the importance of the
teacher and also to be aware of the difficulty and complexity of the
performance, as well as the number of functions and tasks. They have identified
components of the professional profile, including some of the competences that
enable their performance. Additionally, some students report to have made
progress in their identification with the profession. These results have
implications for teacher training.

The significance of a teacher as an educator and trainer of proactive, capable, flexible and committed citizens is undeniable. Thus, it is important that teachers be proficient to adequately fulfill their duties.
Teachers' beliefs about the teaching profession, training, class organization, etc. influence in their teaching behaviour. Therefore, it is important to identify these beliefs as a key element in the teachers´ training.
The aim of this research is to determine the image of the teacher and the teaching perception in active teachers. The study involved a group of 17 Pre-primary and Primary Education teachers, engaged in several training activities organized and carried out by the University of Deusto, during the second semester of the 2012-2013 academic years.
Teachers, through an online questionnaire with open questions, have explained, among other things, their conception of teaching profession, the characteristics of being a good teacher as well as the difficulties they found during the professional performance.
The content analyses of the answers disclose relevant information, with interesting implications for teacher training.
Outcomes indicate that participants are aware of the professional profile in terms of roles and competences and identify issues that complicate and promote their teaching. Work experience encourages a more realistic image of the profession.
Key words: professional identity, teacher training, metaphor, qualitative research, teacher’s profile.

This research focused on designing and validating a scale to assess the level of learning competence in
university students. Learning competence refers to the acquisition, selection and integrated mobilization
of the knowledge, skills and attitudes required for continuous, life-long learning. The development of this
competence is a basic training goal, because it constitutes an essential element of life-long learning.
Learning competence comprises four dimensions: self-knowledge as apprenticeship, construction of
knowledge, self-management of learning, and knowledge transfer. To validate the theoretical model of
the construct, were conducted exploratory and confirmatory analyses. The results largely confirmed this
structure (.86 reliability of the full scale and between .57 and .83 reliability of the sub-scales as well as
the adequacy of the structural model chosen: GFI= .94, RMSEA= .039); thus, we conclude that the
Learning Competence Scale (LCS) is a valid 17-item tool for measuring this competence.

TABLE OF CONTENTS
Introduction (Paweł Bryła)
Chapter 1. Erasmus mobility and employability research (Robert Brown, Basagaitz Guereño-
Omil, Kevin Hannam)
1.1. Introduction
1.2. The aims of the Erasmus programme
1.3. Mobility and Employability Research for Generation Erasmus (MERGE)
1.4. Erasmus in a European migration and integration context
1.5. The socio-economic dimensions of Erasmus mobility
1.6. Conclusions: tomorrow’s Erasmus
Chapter 2. A theoretical framework for European student mobilities (Felix Schubert)
2.1. Dimensions and aspects of student mobilities
2.2. Theoretical assumptions of Erasmus student exchange mobility
2.3. Student mobility models
2.4. Practices of regulatory regionalism in the EU
2.5. Main assumptions about Erasmus student exchange mobility
Chapter 3. International student mobility in Spain and selected results of the MERGE survey
among former Erasmus participants in Spain (Arantza Arruti, Itziar Elexpuru, Basagaitz
Guereño-Omil, Álvaro Moro, Lourdes Villardón)
3.1. Introduction
3.2. International student mobility in Spain
3.3. Results of the MERGE survey
3.4. Conclusion
Chapter 4. The German case study of the MERGE project (Ala Al-Hamarneh, Felix Schubert)
4.1. Introduction
4.2. Statistical data on Erasmus mobility at the JGU
4.3. Summary of the MERGE case study results
4.4. Conclusion
Chapter 5. The UK case study of the MERGE project (Kevin Hannam, Felix Schubert, Basagaitz
Guereño-Omil)
5.1. Introduction
5.2. Literature review
5.3. Erasmus mobility in the UK
5.4. Leeds Metropolitan University (LMU) Erasmus statistical data
5.5. International student mobility experiences
5.6. Conclusion
Chapter 6. International student mobility in Poland – a quantitative analysis (Paweł Bryła)
6.1. Policy context
6.2. International students: facts and figures
6.3. Erasmus mobility in Poland
6.4. University of Lodz statistics
6.5. Conclusion
Chapter 7. International student mobility in Poland – a literature review on tendencies, motivations,
and obstacles (Paweł Bryła)
7.1. Student mobility in higher education: tendencies and motivations
7.2. Obstacles to student/Erasmus mobility
7.3. Erasmus employability
7.4. Conclusion
Chapter 8. The results of the MERGE survey among former Erasmus participants in Poland
(Paweł Bryła)
8.1. Material and methods
8.2. Characteristics of respondents
8.3. Principal results
8.4. Conclusion and selected insights from in-depth interviews
Chapter 9. The role of the Erasmus programme in the development strategy of the Faculty
of International and Political Studies, the University of Lodz (Tomasz Domański)
9.1. Introduction
9.2. International and interdisciplinary model of students’ education
9.3. International education as a relevant source of competitive advantage
9.4. Advisory services helping students choose a course
9.5. Partner collaboration with selected universities abroad
9.6. Individual career path model
9.7. Combining studies with learning about local business environment
9.8. International Marketing — model principles of benefiting from Erasmus Programme
9.9. Conclusions – future challenges
Annexes
Chapter 10. Erasmus mobility for studies – a case of my own experiences in Spain, France,
and Sweden (Jędrzej Kotarski, Aleksandra Olejnik, Michał Sędkowski)
10.1. Introduction
10.2. Erasmus mobility experiences in Spain
10.3. Erasmus mobility experiences in France
10.4. Erasmus mobility experiences in Sweden
10.5. Conclusion
Conclusion (Tomasz Domański)
Bibliography
List of tables
List of figures
About Authors