Development and Application of the Q-method in the Investigation of the Identity of School-Based Teacher Educators

Abstract

More and more research is addressing the issue of the professional identity of teacher educators, in particular the ‘double’ identity of teacher educators working in schools and participating in training at the same time. Their name and differentiated interpretation of their professional role are also surrounded by terminological uncertainty, which on the one hand strengthens their knowledge as an independent professional community. On the other hand, initial research indicates uncertainty arising from this ‘double identity’: They have a solid system of knowledge in their own teaching practice, but they receive little support for mastering the role of trainer, which is why their knowledge often comes only from their own experience as teacher candidates. In response to this complex problem, we present a segment of our design research on the topic (IDL – Become a teacher trainer in schools) carried out in cooperation with the relevant actors. Moving away from typically qualitative identity tests, we will discuss in detail the application of the Q-method, which encompasses both qualitative and quantitative approaches, and which has been used in international but domestic research in few cases, although it can be used for both research and development purposes. A key element of the method is the creation of a set of statements (Q-set) that validly describes the thinking patterns and subjective opinions of the actors involved, giving the opportunity to identify patterns of common viewpoints and differences between different groups of individuals. In this paper we present the process of developing the Q-method, with the aim of elaborating the methodological dilemmas that may accompany the development of such a set of sentences.