Master Analysis Table

This dataset contains the underlying raw data for a Q-methodological study exploring the subjective pedagogical orientations of social studies educators (N=45) toward digital citizenship. As digital technologies increasingly mediate civic life, this research investigates how both pre-service (N=22) and in-service (N=23) teachers prioritize competing commitments—such as security, functional production, and critical inquiry—within technology-mediated learning environments.

The dataset includes:

Participant Demographics: Anonymized profiles of educators, including their group status, professional seniority (categorized as 1-5, 6-10, 11-15, and 16+ years), settlement units, and prior digital citizenship training.

Raw Q-Sort Matrix: The primary data matrix where 45 participants rank-ordered 40 theoretical statements about digital citizenship using a forced quasi-normal distribution (ranging from -4 to +4).

The Q-Set: A comprehensive list of the 40 statements utilized in the study, categorized into four theoretical dimensions: (a) Traditional and Basic Skills, (b) Critical Consciousness and Inquiry, (c) Democratic Participation and Activism, and (d) Pedagogy and Teacher Roles.

The data reveal three distinct pedagogical factors: a "functional-production" orientation, a "normative-protectionist" orientation, and a "critical-inquiry" orientation. Notably, the dataset provides empirical evidence of a developmental shift, with experienced teachers demonstrating a higher alignment with critical-inquiry stances compared to the protectionist reflex observed in teacher candidates.

Methodology: The data were analyzed using Python (Scikit-learn) for factor extraction and Z-score calculation. This repository serves to ensure the transparency and reproducibility of the study's findings.

Ethical Statement: Institutional ethics approval was granted by the Balıkesir University Ethics Committee (Decision No: 2025/11-58).

本数据集为一项Q方法学（Q-methodological）研究的基础原始数据，该研究旨在探究45名社会学科教育者（N=45）针对数字公民教育（digital citizenship）的主观教学取向。随着数字技术日益渗透并介导公民生活，本研究考察职前教师（N=22）与在职教师（N=23）如何在技术介导的学习环境中，权衡安全保障、功能性产出、批判性探究等相互竞争的教育诉求。

数据集包含以下内容：
1. 参与者人口统计学信息：经匿名化处理的教育者档案，涵盖其群体类别、专业教龄（划分为1-5年、6-10年、11-15年及16年以上四个区间）、定居单位，以及既往数字公民教育培训经历。
2. 原始Q排序矩阵（Raw Q-Sort Matrix）：本研究的核心数据矩阵，45名参与者采用强制准正态分布（取值范围为-4至+4），对40条与数字公民教育相关的理论陈述进行排序。
3. Q样本集（Q-Set）：本研究所用40条理论陈述的完整列表，分为四个理论维度：(a) 传统基础技能；(b) 批判意识与探究；(c) 民主参与与行动主义；(d) 教学法与教师角色。

本数据集揭示了三种截然不同的教学取向因子，分别为“功能性产出”取向、“规范性保护主义”取向与“批判性探究”取向。值得注意的是，数据集提供了发育性转变的实证证据：相较于职前教师表现出的保护主义倾向，资深教师更倾向于采用批判性探究的教学立场。

方法论：本研究的数据采用Python（Scikit-learn）完成因子提取与Z分数计算。本数据集存储库旨在保障研究结论的透明度与可复现性。

伦理声明：本研究已获得巴勒克希尔大学伦理委员会的机构伦理审批（审批编号：2025/11-58）。