“Moving in more closely”: Using Q methodology to explore preservice teacher identity formation as a complex dynamic system

Abstract

This article describes the development and implementation of a complex dynamic systems theory (CDST) study of Preservice Teacher (PST) professional identity development. I align conceptual conceptual frameworks of CDST to Q Methodological assumptions in order to explore the utility of Q in service of CDST aims. What started as an exploration of a small cohort (n=6) of PSTs evolved into an up-close exploration of one dimension of student-centered teacher: teacher activism. The study revealed that Q is an excellent tool for uncovering the complex dynamical structures–namely the tensions and harmonies– consistent with CDS assumptions about PST developmental processes. Factor analytical results suggested that multiple dimensions exist within a PST's emerging role identity. I conclude by suggesting that Q methodology has singular relevance for complexity researchers and identity researchers in teacher education, and social science researchers across higher education.

Keywords

• Preservice teacher
• Teacher education
• Complex-dynamical systems theory
• Q methodology
• DSMRI
• Teacher role identity