With a focus on methodology and research process, this paper explores researcher collaboration in the development, implementation, analysis, and dissemination of a multi-institutional study of teacher educators’ perspectives on technology infusion. At the conclusion of the 2018 National Technology Leadership Summit (NTLS), attendees recommended use of Q methodology to provide a holistic approach to understanding perspectives of teacher educators who were not technology specialists. As lead researchers, the co-authors worked together to design the study, develop materials, and analyze data. Research collaborators were recruited to collect data, implementing the Q sort process with participants from multiple institutions across the United States. Results revealed (1) variance in participant beliefs about the value of and expertise in integrating technology in teacher preparation and (2) consensus amongst participants about multiple challenges for achieving technology infusion across teacher preparation programs. Q methodology served as an effective approach for collecting both quantitative and qualitative data for subsequent analysis. We explored features of several software programs tailored for Q methodology and gained new insights about the benefits of and challenges to engaging in a collaborative research process.

本文侧重于方法论和研究过程，探讨了研究人员在开发、实施、分析和传播教师教育工作者对技术注入观点的多机构研究方面的合作。在 2018 年全国技术领导峰会 (NTLS) 结束时，与会者建议使用 Q 方法论来提供一种整体方法来理解不是技术专家的教师教育者的观点。作为主要研究人员，共同作者共同设计研究、开发材料和分析数据。研究合作者被招募来收集数据，与来自美国多个机构的参与者一起实施 Q 排序过程。结果显示 (1) 参与者对将技术融入教师培训的价值和专业知识的信念存在差异；(2) 参与者对在教师培训计划中实现技术注入的多重挑战达成共识。Q 方法是收集定量和定性数据用于后续分析的有效方法。我们探索了为 Q 方法量身定制的几个软件程序的功能，并获得了关于参与协作研究过程的好处和挑战的新见解。Q 方法是收集定量和定性数据用于后续分析的有效方法。我们探索了为 Q 方法量身定制的几个软件程序的功能，并获得了关于参与协作研究过程的好处和挑战的新见解。Q 方法是收集定量和定性数据用于后续分析的有效方法。我们探索了为 Q 方法量身定制的几个软件程序的功能，并获得了关于参与协作研究过程的好处和挑战的新见解。