Soft Systems Methodology in Education Applying a Critical Realist Approach to Research on Teacher Education

This book explores the application of Soft Systems Methodology in educational research as a qualitative research tool to generate theory, and identifies the mechanisms that engender the behaviours and discourse of social groups. Grounded within the literature from philosophy and science, the approach is predicated on the ontology and epistemology of critical realism. The authors consider the tenets of systems thinking, recognizing that emergent features appear at higher levels of complexity within a hierarchy and that unintended consequences can occur when making decisions in complex situations with interacting components.

The central element of the book is the formulation of a research strategy entitled ‘Worldview, Metaphor and Power of Social Objects’ (Womposo) and its application to a research study of the practicum experience of teachers in training. Integral to the methodology is the creation of rich pictures and diagrams. Additionally, images representing different stakeholders’ views of the whole system are presented in revealing illustrations, allowing the reader to grasp each holistic metaphor. It is suitable for postgraduate students and researchers in education and other social science programmes

Part I: Systems Thinking, Soft Systems Methodology and Critical Realism.- Chapter 1. Systems Thinking and Soft Systems Methodology.- Chapter 2. Critical Realism as an Underpinning Philosophy.- Chapter 3. Critical Realism in the Social Sciences.- Chapter 4. The Stepping-Stones Model and the Worldview, Metaphor and Power of Social Objects (Womposo) Strategy.- Part II: Practicum Study: Context.- Chapter 5. The Three Jurisdictions: England, New South Wales and Ontario.- Chapter 6. The Literature on Policy Borrowing, Learning, Professional Identity and the Practicum.- Chapter 7. Research Stages of the Practicum Study.- Part III: Practicum Study: Data Collection and Interpretation.- Chapter 8. The Perspectives of Pre-service Teachers.- Chapter 9. Faculty Advisors’ Perspectives on Becoming a Teacher.- Chapter 10. Mentors’ Expectations and Perspectives.- Chapter 11. Findings from the Practicum Study.- Part IV: Appraising the Womposo Research Strategy.- Chapter 12. Evaluating the Practicum Study and the Womposo Research Strategy.

Dr Jenny Gilbert is currently a reviewer for the Quality Assurance Agency for Higher Education in the UK. She has 27-years’ experience in five English universities.   From 2014 to 2018, she led the input from a UK university on a European Union, TEMPUS project at the University of Pristina: ‘Modernising Teacher Education in Kosovo’.  Her interest in Systems Thinking and Soft Systems Methodology arises from many years of teaching Information Systems, and her doctorate[1] comprised an insider research approach including the application of metaphor in the data analysis.  She has occupied diverse academic roles: Head of Department; University Teaching and Learning Coordinator; and Deputy Dean in Faculties of Science and Technology, Business, and Education.  Her publications include articles and chapters on digital literacy, work-based learning, eGoverment, and accountability in education. 

Dr Simon Pratt-Adams is Associate Professor in Academic Development in the Faculty of Health, Education, Medicine and Social Care at Anglia Ruskin University. He is the Acting Director of the Centre for Innovation in Higher Education, a specialist academic development unit. His research, including his doctorate, has included working with diverse communities in challenging contexts, with a focus on improving learning outcomes among disadvantaged groups. He has published widely using qualitative research strategies such as ethnography, action research and case studies. His publications include co-editorship of a seven-book series on Education Studies (2010-2014) and co-author of 'Changing Urban Education’ (2011); 'Men teaching children 3-11: Challenging gender barriers’ (2015); ‘and 'Innovations in Active Learning in Higher Education' (2020).