Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers’ beliefs
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Resumo
Introduction: This study explores the beliefs of pre-service mathematics teachers regarding the teaching and learning of mathematics. Methods: We employed a mixed methods approach, combining quantitative Likert-scale surveys and Q methodology, an integrative quantitative and qualitative approach. A sample of 33 pre-service teachers participated in the study. Initially, Likert-scale surveys were used to ascertain general trends in belief orientations. Subsequently, the same participants engaged in a Q sort exercise, which allowed for a nuanced exploration of individual belief systems by prioritizing the same survey statements within a forced-choice grid. Qualitative interviews further enriched these findings. Results: Q methodology analysis identified distinct belief profiles, characterized by their prioritization of specific educational practices and the contextual and subjective interpretations that underpin these preferences. The qualitative interviews provided deeper insight into the reasoning behind participants' choices in the Q sort, illustrating the complex, sometimes contradictory nature of personally held beliefs that traditional Likert-scale approaches may obscure. Discussion: Our results underscore the utility of combining Q methodology with conventional teacher belief survey techniques to achieve a more holistic understanding of pre-service teachers' beliefs. This approach reveals the complexity within individual belief systems and highlights the potential for mixed methods research to refine the measurement and interpretation of psychological constructs in educational settings.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Psychology, v. 15, p. 1418040
- Editora
- Frontiers Media
- Ano
- 2024 (2024-07-12)
- Idioma
- en
- Palavras-chave
- pre-service mathematics teachers; teacher beliefs; mathematics teaching and learning; Q methodology; Q-sort; mixed methods; teacher professional development
- Temas
- Formação de Professores de Matemática
- DOI
- 10.3389/fpsyg.2024.1418040
- ISSN
- 1664-1078
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BUCHHOLTZ, Nils Frederik; VOLLSTEDT, Maike. Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers’ beliefs. Frontiers in Psychology, v. 15, p. 1418040, 2024. DOI: https://doi.org/10.3389/fpsyg.2024.1418040.
APA
Buchholtz, N. F., & Vollstedt, M. (2024). Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers’ beliefs. Frontiers in Psychology, 15, 1418040. https://doi.org/10.3389/fpsyg.2024.1418040
BibTeX
@article{buchholtz2024,
author = {Buchholtz, Nils Frederik and Vollstedt, Maike},
title = {Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers’ beliefs},
year = {2024},
journal = {Frontiers in Psychology},
volume = {15},
pages = {1418040},
publisher = {Frontiers Media},
doi = {10.3389/fpsyg.2024.1418040},
language = {en}
}RIS
TY - JOUR AU - Buchholtz, Nils Frederik AU - Vollstedt, Maike TI - Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers’ beliefs PY - 2024 JO - Frontiers in Psychology VL - 15 SP - 1418040 DO - 10.3389/fpsyg.2024.1418040 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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