The present study set out to determine how Q methodology may be used as an inclusive education policy development process. Utilising Q-methodology as a strategy of inquiry this qualitative instrumental case study set out to explore how teachers, as a crucial but often neglected human resource, may be included in developing policy. A social constructivist lens, and the theoretical moorings of Proudford’s emancipatory approach to educational change anchored in teachers’ “writerly” interpretation of policy text was employed. Findings suggest that Q-methodology is a unique mixed-method research approach that includes teachers’ voices in policy development. Second, that beliefs, attitudes, and professionalism of teachers to improve teaching and learning using ICT are integral to policy formulation. Third, Q-methodology presents a unique opportunity for collaborative decision-making on policy issues that are in contention or consensus. The study indicates that teachers have unique beliefs about what statements should constitute a school’s information and communication (ICT) policy. Teachers’ experiences are an extremely valuable resource in policy making and should not be ignored in the policy formulation process.

Authors:
Thirusellvan Vandeyar, University of Pretoria, South Africa
Saloshna Vandeyar, University of Pretoria, South Africa

About the Presenter(s)
Professor Thirusellvan Vandeyar is a University Associate Professor/Senior Lecturer at University of Pretoria in South Africa

See this presentation on the full schedule – Saturday Schedule

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