Pub Date : 2022-04-10DOI: 10.1080/10476210.2022.2049742
Vera Sotirovska, Margaret Vaughn
ABSTRACT This study details the development of the Critical Literacy Beliefs Survey (CLBS) with a sample of U.S. pre-service teachers (N = 405) and provides evidence of validity for developing measures of pre-service teachers’ critical literacy beliefs. The CLBS was created to gather data on pre-service teachers’ beliefs about critical literacy and answer the question: What is the internal factor structure of the Critical Literacy Beliefs Survey (CLBS), and what evidence of validity do scores from the CLBS provide? The validation of the CLBS and item development resulted in a three-phase process, including cognitive interviews, expert review of items, and survey data collection. Each phase involved a review of the data aligning with each claim. Confirmatory Factor Analysis (CFA) was used to test the CLBS modeled on Lewison et al.’s (2002) four critical literacy dimensions (disrupting the commonplace, interrogating multiple perspectives, focusing on sociopolitical issues, and taking action for social justice). While the qualitative model comprised four factors, the CFA analysis of the CLBS resulted in a three-factor structure with a satisfactory model fit (CFI = .93, TLI = .91, RMSEA = .09, SRMR = .05). We deduced critical literacy tenets that teacher educators can actualize within teacher preparation to cultivate critically-oriented beginning teachers.
{"title":"Examining pre-service teachers’ critical beliefs: Validation of the Critical Literacy Beliefs Survey (CLBS)","authors":"Vera Sotirovska, Margaret Vaughn","doi":"10.1080/10476210.2022.2049742","DOIUrl":"https://doi.org/10.1080/10476210.2022.2049742","url":null,"abstract":"ABSTRACT This study details the development of the Critical Literacy Beliefs Survey (CLBS) with a sample of U.S. pre-service teachers (N = 405) and provides evidence of validity for developing measures of pre-service teachers’ critical literacy beliefs. The CLBS was created to gather data on pre-service teachers’ beliefs about critical literacy and answer the question: What is the internal factor structure of the Critical Literacy Beliefs Survey (CLBS), and what evidence of validity do scores from the CLBS provide? The validation of the CLBS and item development resulted in a three-phase process, including cognitive interviews, expert review of items, and survey data collection. Each phase involved a review of the data aligning with each claim. Confirmatory Factor Analysis (CFA) was used to test the CLBS modeled on Lewison et al.’s (2002) four critical literacy dimensions (disrupting the commonplace, interrogating multiple perspectives, focusing on sociopolitical issues, and taking action for social justice). While the qualitative model comprised four factors, the CFA analysis of the CLBS resulted in a three-factor structure with a satisfactory model fit (CFI = .93, TLI = .91, RMSEA = .09, SRMR = .05). We deduced critical literacy tenets that teacher educators can actualize within teacher preparation to cultivate critically-oriented beginning teachers.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"170 - 193"},"PeriodicalIF":1.6,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46730137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1080/10476210.2022.2048646
Ana M. Velásquez, Diego F. Mendoza, Sanjay K. Nanwani
ABSTRACT Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students’ academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University in Colombia. Specifically, we examined the potential of a set of pedagogic strategies (i.e. active learning and reflective journals) to develop preservice teachers’ SEC, CM self-efficacy and non-controlling discipline beliefs. Results from quantitative and qualitative analyses showed the potential that active learning and reflective journals have to prepare preservice teachers for the challenges of CM.
{"title":"Becoming a competent classroom manager: A case-study of a preservice teacher education course","authors":"Ana M. Velásquez, Diego F. Mendoza, Sanjay K. Nanwani","doi":"10.1080/10476210.2022.2048646","DOIUrl":"https://doi.org/10.1080/10476210.2022.2048646","url":null,"abstract":"ABSTRACT Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students’ academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University in Colombia. Specifically, we examined the potential of a set of pedagogic strategies (i.e. active learning and reflective journals) to develop preservice teachers’ SEC, CM self-efficacy and non-controlling discipline beliefs. Results from quantitative and qualitative analyses showed the potential that active learning and reflective journals have to prepare preservice teachers for the challenges of CM.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"147 - 169"},"PeriodicalIF":1.6,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45378029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/10476210.2022.2044770
Amber Moore
ABSTRACT This paper explores how teachers in training co-created a canon of texts for teaching about trauma issues, including sexual violence. This paper represents a piece of a larger feminist study where 23 teacher candidate participants took up readings in a sexual trauma text set and responded to pedagogy for teaching such texts with Canadian adolescent literacy learners. Overall, the data strongly indicated that many participants prioritized promoting social action in their emerging pedagogies, including anti-rape efforts. Discourses of readiness to combat rape culture especially surfaced, signalling that overwhelmingly, participants were authoring themselves as educators who prioritize creating community and enacting resistances to oppressions in some way. As such, a key finding examined in this paper was how participants collectively built on the initial corpus of trauma texts in the study’s text set that they advocated for or planned to teach in their future education careers.
{"title":"Creating a canon for change: how teacher candidates demonstrate readiness to reckon with rape culture through reading trauma literature","authors":"Amber Moore","doi":"10.1080/10476210.2022.2044770","DOIUrl":"https://doi.org/10.1080/10476210.2022.2044770","url":null,"abstract":"ABSTRACT This paper explores how teachers in training co-created a canon of texts for teaching about trauma issues, including sexual violence. This paper represents a piece of a larger feminist study where 23 teacher candidate participants took up readings in a sexual trauma text set and responded to pedagogy for teaching such texts with Canadian adolescent literacy learners. Overall, the data strongly indicated that many participants prioritized promoting social action in their emerging pedagogies, including anti-rape efforts. Discourses of readiness to combat rape culture especially surfaced, signalling that overwhelmingly, participants were authoring themselves as educators who prioritize creating community and enacting resistances to oppressions in some way. As such, a key finding examined in this paper was how participants collectively built on the initial corpus of trauma texts in the study’s text set that they advocated for or planned to teach in their future education careers.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"131 - 146"},"PeriodicalIF":1.6,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59868569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.1080/10476210.2022.2042511
Tammi R. Davis, Jackie Sydnor, Sharon Daley
ABSTRACT Teaching is a complex profession. Much of the work of teachers is hidden from view, happening behind the scenes. It is not until one becomes a teacher that they fully understand the complexities. Preparing teacher candidates before they enter their own classrooms for the potential tensions between their individual perspectives and educational contexts can support their development. This study explores the experiences of teacher candidates as they engage in reflection on and discussions about challenging scenarios they are likely to experience when they enter the profession. Through qualitative analysis of end-of-semester reflections, we identified salient themes including realization and assuredness related to the scenarios with which they were presented. Based on our findings, we share implications for teacher educators and school leaders to support novice teachers to recognize and take on the challenges they will undoubtedly experience. Creating productive spaces for teacher candidates to practice thoughtful adaptations may support novice teachers as they navigate tricky situations and may also impact teacher retention.
{"title":"Peeking behind the curtain of teaching: Rehearsing thoughtful adaptations","authors":"Tammi R. Davis, Jackie Sydnor, Sharon Daley","doi":"10.1080/10476210.2022.2042511","DOIUrl":"https://doi.org/10.1080/10476210.2022.2042511","url":null,"abstract":"ABSTRACT Teaching is a complex profession. Much of the work of teachers is hidden from view, happening behind the scenes. It is not until one becomes a teacher that they fully understand the complexities. Preparing teacher candidates before they enter their own classrooms for the potential tensions between their individual perspectives and educational contexts can support their development. This study explores the experiences of teacher candidates as they engage in reflection on and discussions about challenging scenarios they are likely to experience when they enter the profession. Through qualitative analysis of end-of-semester reflections, we identified salient themes including realization and assuredness related to the scenarios with which they were presented. Based on our findings, we share implications for teacher educators and school leaders to support novice teachers to recognize and take on the challenges they will undoubtedly experience. Creating productive spaces for teacher candidates to practice thoughtful adaptations may support novice teachers as they navigate tricky situations and may also impact teacher retention.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"113 - 129"},"PeriodicalIF":1.6,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46982194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-17DOI: 10.1080/10476210.2021.2022643
Amber N. Warren, Sara Kersten-Parrish
ABSTRACT An important characteristic of expert teaching is the ability to adapt instruction to meet learners’ needs. One way this type of ownership of instruction happens is through teachers interactively constructing knowledge about pedagogical content with others. In this article, the authors looked at how a group of thirteen participants enrolled in an online literacy Master’s program engaged in video-mediated discussions which resulted in varying degrees of instructional ownership. The participants were students in a class on word study, a differentiated approach to supporting students’ phonics, spelling, and vocabulary development. Analyzing over 70 hours of video recordings, we traced teachers’ discursive construction of ownership over word study for a semester, orienting to their sense-making processes as the construction of a personal stance toward word study through interaction with one another. Detailed analysis is used to examine patterned variability in ownership stances expressed by participants; these patterns are implicated in teachers’ capacity to develop adaptive expertise through peer support.
{"title":"Developing as a literacy teacher: sense-making and ownership in an online master’s course","authors":"Amber N. Warren, Sara Kersten-Parrish","doi":"10.1080/10476210.2021.2022643","DOIUrl":"https://doi.org/10.1080/10476210.2021.2022643","url":null,"abstract":"ABSTRACT An important characteristic of expert teaching is the ability to adapt instruction to meet learners’ needs. One way this type of ownership of instruction happens is through teachers interactively constructing knowledge about pedagogical content with others. In this article, the authors looked at how a group of thirteen participants enrolled in an online literacy Master’s program engaged in video-mediated discussions which resulted in varying degrees of instructional ownership. The participants were students in a class on word study, a differentiated approach to supporting students’ phonics, spelling, and vocabulary development. Analyzing over 70 hours of video recordings, we traced teachers’ discursive construction of ownership over word study for a semester, orienting to their sense-making processes as the construction of a personal stance toward word study through interaction with one another. Detailed analysis is used to examine patterned variability in ownership stances expressed by participants; these patterns are implicated in teachers’ capacity to develop adaptive expertise through peer support.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"95 - 112"},"PeriodicalIF":1.6,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46017418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1080/10476210.2021.2011193
Ellen Larsen, J. Allen
ABSTRACT Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers’ engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed.
{"title":"Circumventing erosion of professional learner identity development among beginning teachers","authors":"Ellen Larsen, J. Allen","doi":"10.1080/10476210.2021.2011193","DOIUrl":"https://doi.org/10.1080/10476210.2021.2011193","url":null,"abstract":"ABSTRACT Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers’ engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"78 - 94"},"PeriodicalIF":1.6,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44317271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/10476210.2021.2002840
K. Spector, E. Murray
ABSTRACT This three-year, living inquiry into how preservice English Education students composed and analyzed visual-verbal journals (VVJs) in relation to Anne Frank’s Diary is grounded in Ahmed’s concepts of happy objects, bad encounters, and good encounters. After theorizing and complicating Ahmed’s concepts, we explore the way that the Diary has been positioned in the social fields of U.S. popular culture and schools. Across the three years, we found that participants overwhelmingly produced Anne Frank as a happy object, in ways that valorized her and emphasized the saving power of individual moral conduct rather than the brutal sides of her life and death. Through communal analysis of the VVJs and pedagogical changes across the years, participants became less likely to produce solely optimistic compositions of Frank. We argue for teacher education courses that do not focus upon single responses to complex issues and histories; instead, we explain how the conjunction ‘and’ can multiply the complexity of our engagements with texts and unravel binaries that have long had a hold on teacher education.
{"title":"‘Why is Anne Frank always so durn happy?’ Happy objects and bad encounters in teacher education","authors":"K. Spector, E. Murray","doi":"10.1080/10476210.2021.2002840","DOIUrl":"https://doi.org/10.1080/10476210.2021.2002840","url":null,"abstract":"ABSTRACT This three-year, living inquiry into how preservice English Education students composed and analyzed visual-verbal journals (VVJs) in relation to Anne Frank’s Diary is grounded in Ahmed’s concepts of happy objects, bad encounters, and good encounters. After theorizing and complicating Ahmed’s concepts, we explore the way that the Diary has been positioned in the social fields of U.S. popular culture and schools. Across the three years, we found that participants overwhelmingly produced Anne Frank as a happy object, in ways that valorized her and emphasized the saving power of individual moral conduct rather than the brutal sides of her life and death. Through communal analysis of the VVJs and pedagogical changes across the years, participants became less likely to produce solely optimistic compositions of Frank. We argue for teacher education courses that do not focus upon single responses to complex issues and histories; instead, we explain how the conjunction ‘and’ can multiply the complexity of our engagements with texts and unravel binaries that have long had a hold on teacher education.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"50 - 77"},"PeriodicalIF":1.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41515738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1080/10476210.2021.1996557
Sigal Oppenhaim-Shachar, I. Berent
ABSTRACT Effective school-parent partnerships are in the child’s best interests. Nevertheless, the complexity of the parent-teacher relationship requires the teachers to be trained in parent communication skills. Here, we explore factors that affect the parent-teacher relationship from the perspective of education trainees, who were required to communicate with parents to help children with difficulties with their social skills. In this qualitative research, we used thematic analysis of semi-structured interviews with four trainee kindergarten teachers, three kindergarten teacher trainers, and three parents, all involved in such communication processes. Our findings reveal that many teachers minimized parent-teacher communication to avoid potential conflict with parents, and this was mimicked by trainees. However, more experienced kindergarten teachers, confident in their skills and in the respect of parents, were open-minded about communications between trainee teachers and parents, mediated these communications, and found them useful. The findings support the idea mentioned in other literature that training of teachers in future should focus on supervised practice of parent-teacher communication skills to promote a ‘sharing dialogue’.
{"title":"Kindergarten teachers and ‘sharing dialogue’ with parents: The importance of practice in the process of building trust in the training process","authors":"Sigal Oppenhaim-Shachar, I. Berent","doi":"10.1080/10476210.2021.1996557","DOIUrl":"https://doi.org/10.1080/10476210.2021.1996557","url":null,"abstract":"ABSTRACT Effective school-parent partnerships are in the child’s best interests. Nevertheless, the complexity of the parent-teacher relationship requires the teachers to be trained in parent communication skills. Here, we explore factors that affect the parent-teacher relationship from the perspective of education trainees, who were required to communicate with parents to help children with difficulties with their social skills. In this qualitative research, we used thematic analysis of semi-structured interviews with four trainee kindergarten teachers, three kindergarten teacher trainers, and three parents, all involved in such communication processes. Our findings reveal that many teachers minimized parent-teacher communication to avoid potential conflict with parents, and this was mimicked by trainees. However, more experienced kindergarten teachers, confident in their skills and in the respect of parents, were open-minded about communications between trainee teachers and parents, mediated these communications, and found them useful. The findings support the idea mentioned in other literature that training of teachers in future should focus on supervised practice of parent-teacher communication skills to promote a ‘sharing dialogue’.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"35 - 49"},"PeriodicalIF":1.6,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48727473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1080/10476210.2021.1988922
Kerry Kretchmar
ABSTRACT This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: 1) What do teaching conditions look like during the COVID-19 pandemic? 2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices, and expectations of eleven school districts in suburban, urban, and rural Wisconsin. It examines the ways teachers adapted their practice to meet the challenging demands of the moment. The implications of this research include the need to advocate for better COVID-19 teaching conditions for all, acknowledge the resilience and adaptability of teachers, and develop teacher agency.
{"title":"‘You just do it:’ A snapshot of teaching during a pandemic","authors":"Kerry Kretchmar","doi":"10.1080/10476210.2021.1988922","DOIUrl":"https://doi.org/10.1080/10476210.2021.1988922","url":null,"abstract":"ABSTRACT This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: 1) What do teaching conditions look like during the COVID-19 pandemic? 2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices, and expectations of eleven school districts in suburban, urban, and rural Wisconsin. It examines the ways teachers adapted their practice to meet the challenging demands of the moment. The implications of this research include the need to advocate for better COVID-19 teaching conditions for all, acknowledge the resilience and adaptability of teachers, and develop teacher agency.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"19 - 34"},"PeriodicalIF":1.6,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43172540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/10476210.2021.1979511
Sara Gailey, R. Knowles
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.
{"title":"Exploring preservice teachers’ civic education beliefs with Q methodology","authors":"Sara Gailey, R. Knowles","doi":"10.1080/10476210.2021.1979511","DOIUrl":"https://doi.org/10.1080/10476210.2021.1979511","url":null,"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.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"470 - 490"},"PeriodicalIF":1.6,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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