Exploring preservice teachers’ civic education beliefs with Q methodology

Abstract

ABSTRACT This study explored college students’ civic education ideologies in an entry-level elementary education course using Q methodology. The study asked the students to sort previously developed survey items measuring ideology onto a pyramid ranging from agree to disagree. The analysis found four patterns among students, which were labeled critical multiculturalist, nationalist, disaffected, and institutionalist. A lesson was developed where participants completed the q-sort and studied how their beliefs could influence their instructional practices and classroom discussions. The students also completed reflections on the q-sort, where they expressed that the activity developed a more in-depth understanding of their own beliefs while also illuminating their classmates’ ideological diversity. The study also demonstrates Q methodology’s utility, beyond being a research method, which can provide a powerful instructional tool to translate research into practice.