Samenvatting

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.