Different voices of silence: a Q methodology study of teachers’ perceptions on silence in the classroom

Silence in education has been increasingly recognized for its positive role, though it can also evoke discomfort and varied interpretations. While research on silence in education is growing, little is known about teachers' conceptions of silence. This study explores 34 Dutch upper secondary teachers' perspectives on silence using Q methodology, identifying four distinct profiles. Teachers acknowledge the importance of silence but interpret and approach it differently, reflecting implicit teaching models. The findings highlight the complexity of silence in classrooms and its impact on teaching and learning. By focusing on silence, this study provides insights for teacher training and professional development. • Four distinct teacher profiles on classroom silence were identified using Q methodology. • We position silence as a valuable yet often overlooked pedagogical tool for teaching and learning. • Teachers recognized silence as essential for learning, but interpretations and applications vary. • Teachers' perceptions on silence reflect implicit models of teaching, learning, and interaction. • Integrating silence awareness into teacher education enhances pedagogical practice.