This study uses Q-methodology to investigate teachers' and student teachers' theoretical perspectives concerning educational practice and their possible incompatibilities, based on work by Kieran Egan. Q methodology, as a small-sample, intensive methodology, assists in obtaining understandings concerning the subjectivity of participants that are not possible through more traditional means. It may also, as demonstrated in this paper, provide evidence in support of theoretical work. Four factors, though highly correlated, map closely to Egan's descriptions of varieties of educational practices. The findings are considered in the light of Charles Taylor's work, which provides a way to theorize the relationship between thought and action. Taylor maintains that there is always a pre-theoretical understanding concerning what is happening in a social practice, such as teaching, that requires the participants to have self-descriptions that are constitutive of their involvement. Our findings challenge teachers to reflect more deeply on their practices.

Additional Metadata
Persistent URL dx.doi.org/10.15133/j.os.2005.009
Journal Operant Subjectivity
Citation
Geoffrey Madoc-Jones, & Natalia Gajdamaschko. (2005). Theoretical Incompatibilities in Teachers' Selfunderstandings of Educational Practice: An Examination Using Q Methodology. Operant Subjectivity, 29(1/2), 58–80. doi:10.15133/j.os.2005.009