Investigating Teachers' Perceptions of the Role of Theory in Initial Teacher Training through Q Methodology

Abstract

Twenty five secondary school teachers were specially selected on the basis of their different attitudes to mentoring in initial teacher training (ITT). Their perceptions of 52 statements on the role of theory in the training of pre‐service secondary school graduate trainees on postgraduate certificate in education courses were analysed through Q method‐ology statistics. Although the entire cohort was marginally more inclined for a role for theory in ITT than not, one belief set was revealed as significantly more ambiguous in this respect than another. Overall the more ambiguous viewpoint is held by teachers who were disinclined to be involved in ITT, whilst a significantly more positive viewpoint was taken by practising mentors. Despite the view of this latter group, these teachers displayed concern about their lack of knowledge both of theory itself, and also of their ability to reflect on practice. It is a combination of these two skills that plays such an important part in modem ITT. These issues are discussed in the light of recent literature on the role of theory and reflection in ITT, in a context where the role of the mentor is more likely to increase than diminish, and in a professional climate that is beginning to embrace the concept of an evidence based profession in which the classroom teacher is envisaged as playing a central role.