scholarly journals KEBUTUHAN GURU SEKOLAH DASAR INKLUSI DALAM MENINGKATKAN KOMPETENSI MELALUI MEDIA VIDEO

2016 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Edi Purnomo
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Educational Background ◽  
Instructional Video ◽  
Teacher Competence

This study is a research of instructional video development which aims to gain informations about the needs of inclusive primary school teachers in improving their competencies through video media. Such information includes: implementation constraints, teacher characteristics, teacher attitudes, and competencies required of teachers. The study used a survey research design. The data collection with a focus group discussion (FGD) and the enclosed questionnaire. The results showed that the main obstacle implementation of inclusive education is the classroom teacher competence is still not good and the number of special guidance counselor (GPK) is still lacking. The majority of primary school inclusion teacher educational background S1PGSD and no experience teaching in inclusive schools. Many theachers of inclusion primary school have not attended training on inclusive education. The efforts to increase the competence of self-done by discussing with fellow-teachers. The attitude of teachers to implement inclusive education is very good but the handling of learning obstacles still lacking. Teachers need to increase the competence of inclusive learning strategy. The study concluded that primary school inclusion teachers need a tutorial learning strategies in the classroom inclusion. The packed tutorial in the videos media so that it can individually study or the training delivered. AbstrakPenelitian ini merupakan tahapan penelitian pengembangan media video yang bertujuan menggali informasi kebutuhan guru sekolah dasar inklusi dalam meningkatkan kompetensi melalui media video. Informasi tersebut meliputi: kendala pelaksanaan, karakteristik guru, sikap guru, dan kompetensi yang dibutuhkan guru. Penelitian menggunakan desain penelitian survey. Pengumpulan data dengan focus group discussion (FGD) dan kuesioner tertutup. Hasil penelitianmenunjukkan bahwa kendala utama penyelenggaraan pendidikan inklusif adalah kompetensi guru kelas masih kurang baik dan jumlah guru pembimbing khusus (GPK) masih kurang. Guru SD inklusi mayoritas berlatar belakang pendidikan S1 PGSD dan belum berpengalaman mengajar di sekolah inklusi. Banyak Guru SD inklusi yang belum mengikuti pelatihan pendidikan inklusif. Upaya untuk meningkatkan kompetensi diri dilakukan dengan berdiskusi dengan sesama guru. Sikap guru terhadap pelaksanaan pendidikan inklusif sangat baik, tetapi dalam menangani kendala pembelajaran masih kurang. Guru membutuhkan peningkatan kompetensi tentang strategi pembelajaran inklusif. Penelitian ini menyimpulkan bahwa guru SD inklusi membutuhkan tutorial strategi pembelajaran di kelas inklusi. Tutorial dikemas dalam media video sehingga dapat dipelajari secara mandiri maupun disampaikan dalam pelatihan.

scholarly journals KEBUTUHAN GURU SEKOLAH DASAR INKLUSI DALAM MENINGKATKAN KOMPETENSI MELALUI MEDIA VIDEO

2016 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Edi Purnomo
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Educational Background ◽  
Instructional Video ◽  
Teacher Competence

This study is a research of instructional video development which aims to gain informations about the needs of inclusive primary school teachers in improving their competencies through video media. Such information includes: implementation constraints, teacher characteristics, teacher attitudes, and competencies required of teachers. The study used a survey research design. The data collection with a focus group discussion (FGD) and the enclosed questionnaire. The results showed that the main obstacle implementation of inclusive education is the classroom teacher competence is still not good and the number of special guidance counselor (GPK) is still lacking. The majority of primary school inclusion teacher educational background S1PGSD and no experience teaching in inclusive schools. Many theachers of inclusion primary school have not attended training on inclusive education. The efforts to increase the competence of self-done by discussing with fellow-teachers. The attitude of teachers to implement inclusive education is very good but the handling of learning obstacles still lacking. Teachers need to increase the competence of inclusive learning strategy. The study concluded that primary school inclusion teachers need a tutorial learning strategies in the classroom inclusion. The packed tutorial in the videos media so that it can individually study or the training delivered. AbstrakPenelitian ini merupakan tahapan penelitian pengembangan media video yang bertujuan menggali informasi kebutuhan guru sekolah dasar inklusi dalam meningkatkan kompetensi melalui media video. Informasi tersebut meliputi: kendala pelaksanaan, karakteristik guru, sikap guru, dan kompetensi yang dibutuhkan guru. Penelitian menggunakan desain penelitian survey. Pengumpulan data dengan focus group discussion (FGD) dan kuesioner tertutup. Hasil penelitianmenunjukkan bahwa kendala utama penyelenggaraan pendidikan inklusif adalah kompetensi guru kelas masih kurang baik dan jumlah guru pembimbing khusus (GPK) masih kurang. Guru SD inklusi mayoritas berlatar belakang pendidikan S1 PGSD dan belum berpengalaman mengajar di sekolah inklusi. Banyak Guru SD inklusi yang belum mengikuti pelatihan pendidikan inklusif. Upaya untuk meningkatkan kompetensi diri dilakukan dengan berdiskusi dengan sesama guru. Sikap guru terhadap pelaksanaan pendidikan inklusif sangat baik, tetapi dalam menangani kendala pembelajaran masih kurang. Guru membutuhkan peningkatan kompetensi tentang strategi pembelajaran inklusif. Penelitian ini menyimpulkan bahwa guru SD inklusi membutuhkan tutorial strategi pembelajaran di kelas inklusi. Tutorial dikemas dalam media video sehingga dapat dipelajari secara mandiri maupun disampaikan dalam pelatihan.

scholarly journals KEBUTUHAN GURU SEKOLAH DASAR INKLUSI DALAM MENINGKATKAN KOMPETENSI MELALUI MEDIA VIDEO

2016 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Edi Purnomo
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Educational Background ◽  
Instructional Video ◽  
Teacher Competence

This study is a research of instructional video development which aims to gain informations about the needs of inclusive primary school teachers in improving their competencies through video media. Such information includes: implementation constraints, teacher characteristics, teacher attitudes, and competencies required of teachers. The study used a survey research design. The data collection with a focus group discussion (FGD) and the enclosed questionnaire. The results showed that the main obstacle implementation of inclusive education is the classroom teacher competence is still not good and the number of special guidance counselor (GPK) is still lacking. The majority of primary school inclusion teacher educational background S1PGSD and no experience teaching in inclusive schools. Many theachers of inclusion primary school have not attended training on inclusive education. The efforts to increase the competence of self-done by discussing with fellow-teachers. The attitude of teachers to implement inclusive education is very good but the handling of learning obstacles still lacking. Teachers need to increase the competence of inclusive learning strategy. The study concluded that primary school inclusion teachers need a tutorial learning strategies in the classroom inclusion. The packed tutorial in the videos media so that it can individually study or the training delivered. AbstrakPenelitian ini merupakan tahapan penelitian pengembangan media video yang bertujuan menggali informasi kebutuhan guru sekolah dasar inklusi dalam meningkatkan kompetensi melalui media video. Informasi tersebut meliputi: kendala pelaksanaan, karakteristik guru, sikap guru, dan kompetensi yang dibutuhkan guru. Penelitian menggunakan desain penelitian survey. Pengumpulan data dengan focus group discussion (FGD) dan kuesioner tertutup. Hasil penelitianmenunjukkan bahwa kendala utama penyelenggaraan pendidikan inklusif adalah kompetensi guru kelas masih kurang baik dan jumlah guru pembimbing khusus (GPK) masih kurang. Guru SD inklusi mayoritas berlatar belakang pendidikan S1 PGSD dan belum berpengalaman mengajar di sekolah inklusi. Banyak Guru SD inklusi yang belum mengikuti pelatihan pendidikan inklusif. Upaya untuk meningkatkan kompetensi diri dilakukan dengan berdiskusi dengan sesama guru. Sikap guru terhadap pelaksanaan pendidikan inklusif sangat baik, tetapi dalam menangani kendala pembelajaran masih kurang. Guru membutuhkan peningkatan kompetensi tentang strategi pembelajaran inklusif. Penelitian ini menyimpulkan bahwa guru SD inklusi membutuhkan tutorial strategi pembelajaran di kelas inklusi. Tutorial dikemas dalam media video sehingga dapat dipelajari secara mandiri maupun disampaikan dalam pelatihan.

scholarly journals KEBUTUHAN GURU SEKOLAH DASAR INKLUSI DALAM MENINGKATKAN KOMPETENSI MELALUI MEDIA VIDEO

2016 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Edi Purnomo
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Educational Background ◽  
Instructional Video ◽  
Teacher Competence

This study is a research of instructional video development which aims to gain informations about the needs of inclusive primary school teachers in improving their competencies through video media. Such information includes: implementation constraints, teacher characteristics, teacher attitudes, and competencies required of teachers. The study used a survey research design. The data collection with a focus group discussion (FGD) and the enclosed questionnaire. The results showed that the main obstacle implementation of inclusive education is the classroom teacher competence is still not good and the number of special guidance counselor (GPK) is still lacking. The majority of primary school inclusion teacher educational background S1PGSD and no experience teaching in inclusive schools. Many theachers of inclusion primary school have not attended training on inclusive education. The efforts to increase the competence of self-done by discussing with fellow-teachers. The attitude of teachers to implement inclusive education is very good but the handling of learning obstacles still lacking. Teachers need to increase the competence of inclusive learning strategy. The study concluded that primary school inclusion teachers need a tutorial learning strategies in the classroom inclusion. The packed tutorial in the videos media so that it can individually study or the training delivered. AbstrakPenelitian ini merupakan tahapan penelitian pengembangan media video yang bertujuan menggali informasi kebutuhan guru sekolah dasar inklusi dalam meningkatkan kompetensi melalui media video. Informasi tersebut meliputi: kendala pelaksanaan, karakteristik guru, sikap guru, dan kompetensi yang dibutuhkan guru. Penelitian menggunakan desain penelitian survey. Pengumpulan data dengan focus group discussion (FGD) dan kuesioner tertutup. Hasil penelitianmenunjukkan bahwa kendala utama penyelenggaraan pendidikan inklusif adalah kompetensi guru kelas masih kurang baik dan jumlah guru pembimbing khusus (GPK) masih kurang. Guru SD inklusi mayoritas berlatar belakang pendidikan S1 PGSD dan belum berpengalaman mengajar di sekolah inklusi. Banyak Guru SD inklusi yang belum mengikuti pelatihan pendidikan inklusif. Upaya untuk meningkatkan kompetensi diri dilakukan dengan berdiskusi dengan sesama guru. Sikap guru terhadap pelaksanaan pendidikan inklusif sangat baik, tetapi dalam menangani kendala pembelajaran masih kurang. Guru membutuhkan peningkatan kompetensi tentang strategi pembelajaran inklusif. Penelitian ini menyimpulkan bahwa guru SD inklusi membutuhkan tutorial strategi pembelajaran di kelas inklusi. Tutorial dikemas dalam media video sehingga dapat dipelajari secara mandiri maupun disampaikan dalam pelatihan.

scholarly journals PENGEMBANGAN MODEL EVALUASI KINERJA SD PENYELENGGARA PENDIDIKAN INKLUSIF

2013 ◽  
Vol 17 (1) ◽  
pp. 37-54
Author(s):  
N Dede Khoeriah
Keyword(s):  
Performance Evaluation ◽  
Elementary Schools ◽  
Focus Group ◽  
Inclusive Education ◽  
Focus Group Discussion ◽  
Evaluation Model ◽  
Group Discussion ◽  
Qualitative And Quantitative ◽  
Class Management ◽  
Teachers And Students

Penelitian ini bertujuan menghasilkan model evaluasi kinerja pendidikan inklusif (EKPI) di SD dengan menggunakan pen-dekatan kualitatif dan kuantitatif. Tahapan penelitian dimodifikasi dari model Borg & Gall dengan melibatkan Kepala Sekolah, guru, dan orang tua. Data diperoleh melalui teknik Focus Group Discussion, wawancara, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa (1) model EKPI merupakan salah satu model evaluasi yang baik berdasarkan hasil penilaian pakar maupun praktisi penyelenggara pendidikan inklusif di SD; (2) model evaluasi kinerja SD penyelenggara pendidikan inklusif memiliki tujuh komponen, yakni kepemimpinan, rencana strategis, fokus terhadap peserta didik-orang tua, analisis kebutuhan, fokus ter-hadap guru-staf, pengelolaan kelas inklusif, dan hasil; (3) evaluasi model EKPI dalam proses implementasi di SD mampu meng-ungkap data secara: (a) komprehensif; (b) faktual; (c) fleksibel; dan (d)  berorientasi keragaman layanan. Kata kunci: pengembangan model evaluasi, pendidikan inklusif, SD. ______________________________________________________________DEVELOPING A MODEL OF PERFORMANCE EVALUATION OF ELEMENTARY SCHOOLS IMPLEMENTING INCLUSIVE EDUCATIONAbstract This study aims to produce a model of performance evaluation of elementary schools (ESs) implementing inclusive education by using qualitative and quantitative approaches. The research steps used the model by Borg & Gall, involving principals, teachers, and students’ parents. The data were collected through Focus Group Discussion (FGD), interviews, observations, document study, and discussions. Based on the results of the study, the following conclusions can be drawn. (1) The EKPI model is a good evaluation model. It is based on the result ofthe assessment by experts, usesrs and practitioners of inclusive education instruction; (2) The model of an evaluation of the performances of ESs implementing inclusive education has seven components, i.e. leadership, strategic plan, focus on students and parents, needs analysis, focus on teachers and staff, and inclusive class management, and product of the inclusive education implementation; (3) The EKPI model implemented  in the elementri schools can reveal data (a) comprehensively, (b) factualy, and (c) flexibly, (d) it was also oriented to a variety of services. Keywords: development of an evaluation model, inclusive education, elementary school.

scholarly journals Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

2021 ◽  
Author(s):  
Fisseha Motuma
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Primary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
Comprehension Strategies ◽  
Teaching Reading

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

scholarly journals Investigation of the Experiences of Classroom Teacher Candidates in the Reconstruction of Gender Role: A Case Study in Turkey

2018 ◽  
Vol 6 (8) ◽  
pp. 29
Author(s):  
Fatmanur Özen
Keyword(s):  
Focus Group ◽  
Gender Equality ◽  
Focus Group Discussion ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Group Discussion ◽  
Equal Rights ◽  
Written Responses ◽  
Maternal Roles ◽  
Two Stages

This research, examining the perception of classroom teacher candidates about the gender equality through the personal experiences of the teacher candidates, is a qualitative study. The phenomenological pattern was adopted. Data were collected in two stages: The participants were asked to provide written responses to the open-ended questions for clarifying which concepts are used for explaining the gender equality, which factors cause the gender inequality and how the equality will be ensured. Next, focus group discussion was carried to find the situations that the classroom teacher candidates encountered in their learning process. The results reveal that the role of men and women, generated by the cultures of different societies but the individuals should have equal rights and opportunities and every kind of discrimination about sex should be prevented. The causes of inequality: Socialization, social roles. The factors causes the inequality are the religious beliefs, prejudices, patriarchy. For the equality, it is necessary to raise awareness, the roles in the family should be re-arranged and women employment should be supported. The results of the focus group discussion announced that biological gender was effective in choosing the profession: Men were more successful in professions working with numbers and producing some concrete products, while the women should be employed in professions that would guarantee the emotional and physical security. Women are successful in the management because of their maternal roles and they attach a great importance to details and organization. However, the governance, in other words, the power is the men's specialty.

scholarly journals EVALUASI PROGAM E-LEARNING BAGI PETUGAS LAPANGAN

2012 ◽  
Author(s):  
Sridadi Pudjo Suparto
Keyword(s):  
Focus Group ◽  
Learning Strategies ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Training System ◽  
Learning Program ◽  
Technical Problems ◽  
Network Bandwidth ◽  
E Learning ◽  
Learning Development

Abstrak: Evaluasi Program E-Learning bagi Petugas Lapangan. Penelitian ini bertujuan untuk meningkatkan efektivitas pengembangan e-learning dalam program KB dengan menggunakan model evaluasi Context, Input, Process, Product (CIPP) oleh Stufflebeam. Data yang diperoleh dengan menggunakan guided interview, focus group discussion dan studi dokumentasi tentang pengembangan e-learning. Hasil penelitian menunjukkan hal-hal sebagai berikut. (1) Prinsip-prinsip dan rasional mengapa e-learning perlu dibangun dalam sistem belajar program KB telah dapat diidentifikasi dan telah dapat dibuktikan kesiapan tentang sistem dan komitmen yang mendukung pengembangan e-learing tersebut. (2) Penyesuaianpenyesuaian perlu dilakukan dalam sistem pelatihan, aplikasi dari organisasi belajar, tim pengembang e-learning, strategi e-learning, desain dan standard bahan pembelajaran, jaringan, bandwith, peralatan, serta dana untuk mendukung proses interaktif dalam belajar. (3) Perlu pemahaman dari organisasi tentang diperlukannya dukungan tambahan jaringan dan bandwith dalam belajar. (4) Perlu pemahaman dari sistem lokal tentang faktor-faktor teknis untuk memperbaiki proses belajar, meningkatkan kecepatan, dan menghindari masalah-masalah teknis yang lain selama proses interaksi. Kata Kunci: e-learning, pengembangan, evaluasi Abstract: An Evaluation of the E-learning Program for Field Workers. This study was aimed to improve the effectiveness of the e-learning development in the family planning program using the CIPP evaluation model.The data were collected through guided interviews, focus group discussion and documentation. The findings of the study showed the followings. (1) The principles and rationales of the e-learning development could be identified from the readiness of the system and the commitment to support the e-learning development, (2) Adjustments needed to be done in the training system, the application of the learning organization, the e-learning development team, e-learning strategies, the design and standard of the teaching materials, the network, bandwidth, equipment, and budget to support the interactive process in learning. (3) The organization needed to understand about the required support in the form of extra network and bandwidth. (4) The local system needed to understand about the technical factors to improve the learning process, the speed, and to avoid other technical problems in the interaction process. Keywords: e-learning, development, evaluation

scholarly journals Major Problems in Street Life of People at ‘Risk’, the Case of Selected Areas of Harari Region, Ethiopia

2019 ◽  
Vol 7 (1) ◽  
pp. 66
Author(s):  
Endris Seid Kassaw
Keyword(s):  
At Risk ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Educational Background ◽  
Survey Method ◽  
Street Life ◽  
Commercial Sex Work ◽  
Descriptive Survey ◽  
Document Review

The purpose of this study was to identify the prevalence of major problems in street life of people at ‘risk’, the case of Harari Region, Ethiopia. Participants’ sex, age and level of education were taken to be variables of the study. The researcher used descriptive survey method to study the problem. Study participants were selected using snowball and purposive sampling methods, and data were also collected by using questionnaire, interview, focus group discussion, observation and document review. Data collected through questionnaire were analyzed quantitatively using descriptive statistics; and data collected through interview, focus group discussion, observation and document review were analyzed qualitatively using narration. The study revealed that the prevalence of major problems in the study area were identified as migration (20.6%), begging (15.3%), drug abuse 11.8%), commercial sex work (11%) sexual abuse/harassment (10.4%), human trafficking (10.2%), conflict and aggression (9.2%) and traditional harmful practices (8.8%). Although there were differences in some specific problems, generally, more females than males, as well as more children than youths were faced with problems in street life of people at ‘risk’. Furthermore, more participants having elementary educational background than high school were also faced with problems. Study population, their families, community at large and other concerned bodies are recommended to get trainings and support in areas of conflict management, family education, community based empowerment, vocational education, advancing employment and job opportunity, rehabilitation, community health care initiatives, business education, entrepreneurship and recreational entertainment, psycho social support, and income generation initiatives.

scholarly journals Utilization of Library and Information Resources by Visually Impaired Primary School Pupils in Special Education Centres in South-East Nigeria

2019 ◽  
Author(s):  
Esther Ekene Aghauche ◽  
Obiora Kingsley Udem
Keyword(s):  
Special Education ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Visually Impaired ◽  
Group Discussion ◽  
Information Resources ◽  
High Extent ◽  
Primary School Pupils ◽  
Available Resources

Purpose: The study investigated the utilization of library and information resources by visually impaired primary school pupils in special education centres in South-East Nigeria. Methodology: The study adopted descriptive survey research design. The population comprised 129 respondents, consisting of 125 visually impaired pupils and 4 librarians. The entire populations were studied. Two instruments used for data collection were focus group discussion and interview. Focus group discussion was used for the students while interview was used for the librarians. Data collected were analyzed qualitatively. Findings: The result of the study showed that visually impaired primary school pupils were not making use of available resources to a high extent, due to non-availability of resources in alternative formats. Implications: Not making use of available resources to a high extent, due to non-availability of resources in alternative formats shows that there is need to provide alternative format of information resources for the visually impaired pupils. Value/Originality: The study’s educational value rest on the recommendations that information resources should be provided in alternative formats of Braille, audio and digital in all the subjects taught in the special education centres and that the government should employ Braille typists since the older ones were retired.

scholarly journals INTEGRATION OF ARTS IN STEAM PROJECTS: EXPERIENCE OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 17 (2) ◽  
pp. 74-84
Author(s):  
Rūta Girdzijauskienė ◽  
Gražina Šmitienė
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Arts Integration ◽  
Group Discussion ◽  
Learning Processes ◽  
Theory And Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Steam Education

STEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects. Keywords: STEAM projects, arts integration, primary school teachers

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