the focus group: a dual tool for educational research and teacher training

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Published: Jan 12, 2017
DOI: https://doi.org/10.17471/2499-4324/927
Keywords:
educational technology, technology enhanced learning (TEL), Focus group, Teacher professional development, Peer training, Self-Efficacy, Innovation

Main Article Content

Francesca Oddone
Dipartimento di Lingue e Culture Moderne, Università degli Studi di Genova | Genova (IT)
Andrea Maragliano
Dipartimento di Scienze della Formazione, Università degli Studi di Genova (IT) | Genova (IT)

Abstract

This paper describes the use of focus group discussion as a supplementary qualitative method for educational research. The study is part of a research project involving lower-secondary school teachers based in Genoa, who used a cloud-based training environment. Focus groups represented one of the various data collection tools adopted, for the purpose of in-depth qualitative analysis of teachers’ self-efficacy constructs and representations. Indications emerging from the study suggest that focus group discussion may serve not only as a research tool, but also as a means for professional development. According to observation and analysis, focus groups proved to be crucial in generating discussion and self-reflection among teachers, thus sustaining peer-learning and professional development within the professional community.

Article Details

Issue
Vol. 24 No. 3 (2016): General Issue
Section
Articles - General topics

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