Exploring preservice teachers’ civic education beliefs with Q methodology

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.

KEYWORDS:

• Civic ideologies
• citizenship
• democracy
• preservice teachers
• Q methodology

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sara M. Gailey

Sara Gailey is an instructor in the teacher education department at Weber State University and a doctoral student in teacher education and leadership at Utah State University. Her research interests focus on preparing preservice and in-service teachers in using culturally sustaining pedagogies, and creating equitable learning opportunities in science classrooms. While studying ideology development in doctoral coursework, Sara became passionate about helping preservice teachers in courses she teaches understand the ways that their own beliefs can influence their instructional decisions and learning experiences of their future students.

Ryan T. Knowles

Ryan Knowles is an associate professor of social studies education and cultural studies within the school of teacher education and leadership at Utah State University. His research interest focus on democracy and education, teacher and student ideology, and large-scale data analysis. Specifically, his research uses quantitative research methods to understand how teacher and student ideology develops and manifest within schools and classrooms.