scholarly journals Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool

2018 ◽  
Vol 14 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Helene Elvstrand ◽  
Jonas Hallström ◽  
Kristina Hellberg
Keyword(s):  
Focus Group ◽  
Technology Education ◽  
Thematic Analysis ◽  
Preschool Teachers ◽  
Daily Activities ◽  
Focus Group Interviews ◽  
Educational Content ◽  
Formal Technology ◽  
Group Interviews

 In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.  

Nurses’ perceptions of their professional rights

2013 ◽  
Vol 20 (4) ◽  
pp. 459-469 ◽  
Author(s):  
Mari Kangasniemi ◽  
Alessandro Stievano ◽  
Anna-Maija Pietilä
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Professional Ethics ◽  
Nursing Management ◽  
Focus Group Interviews ◽  
Educational Content ◽  
The Third ◽  
Group Interviews ◽  
Nurses Perceptions ◽  
Italian Legislation

The purpose of this study, which is part of a wider study of professional ethics, was to describe nurses’ perceptions of their rights in Italy. The data were collected by open-ended focus group interviews and analyzed with inductive content analysis. Based on the analysis, three main themes were identified. The first theme “Unfamiliarity with rights” described nurses’ perception that their rights mirrored historical roots, educational content, and nurses’ and patients’ position in the society. The second theme, “Rights reflected in legislation” highlighted that working and professional Italian legislation played a strong role. The third theme, “Managerial barriers for nurses’ rights” underlined the nurses’ perceptions that nursing management had the responsibility to create the conditions where nurses’ rights could flourish. This study intends to contribute to the debate on this underexplored topic.

scholarly journals The Evolving Family Mealtime: Findings From Focus Group Interviews With Hispanic Mothers

10.2196/18292 ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. e18292 ◽  
Author(s):  
Amber Jean Hammons ◽  
Elizabeth Villegas ◽  
Norma Olvera ◽  
Kimberly Greder ◽  
Barbara Fiese ◽  
...  
Keyword(s):  
Focus Group ◽  
Thematic Analysis ◽  
Protective Effects ◽  
Focus Group Interviews ◽  
Hispanic Culture ◽  
Hispanic Mothers ◽  
Obesity Prevention Programs ◽  
Group Interviews ◽  
Family Mealtimes ◽  
Puerto Rican Families

Background Given the protective effects of shared family mealtimes and the importance of family in the Hispanic culture, this context should be explored further to determine how it can be leveraged and optimized for interventions. Objective This study aimed to explore contextual factors associated with family mealtimes in Mexican and Puerto Rican families. Methods A total of 63 mothers participated in 13 focus group interviews across 4 states. Thematic analysis was used to analyze transcripts. Results Seven overarching themes were identified through the thematic analysis. Themes reflected who was present at the mealtime, what occurs during mealtime, the presence of television, the influence of technology during mealtime, and how mealtimes have changed since the mothers were children. Conclusions Hispanic mothers may be adapting family mealtimes to fit their current situations and needs, keeping the television and other devices on during mealtimes, and making additional meals for multiple family members to appease everyone’s tastes. All of these are areas that can be incorporated into existing culturally tailored obesity prevention programs to help families lead healthier lives.

Technology Education Teachers' Professional Development Review Through Community Engagement

2018 ◽  
pp. 1-18
Author(s):  
Tome' Awshar Mapotse
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Critical Theory ◽  
Community Engagement ◽  
Technology Education ◽  
Focus Group Interviews ◽  
Development Review ◽  
Group Interviews ◽  
Teachers Professional Development

It is the supreme art of an action research practitioner to awaken the joy of tapping into professional development review of Technology Education (TE) knowledge with the teachers as co-researchers. TE has been introduced as a new subject nationally and globally just few decades ago. Teachers and learners are still experiencing hurdles in implementing TE. Most teachers are poorly grounded in pedagogy and content knowledge of Technology Education. This AR study does not blame the limited teacher training in TE, as its intention was to empower such. The study was underpinned by critical theory and following the AR strategies and Technology Education Cascading Theory was envisaged to be incorporated. Focus group (interviews) was used as the method to engage these TE teachers. From the findings of the study, it has been proven that the AR approach study can be used in didactic and pedagogic situation to emancipate unqualified and under qualified Technology teachers.

Inclusive Physical Education from the Perspective of Students with Physical Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Donna L. Goodwin ◽  
E. Jane Watkinson
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Physical Disabilities ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews ◽  
Negative Feelings

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).

scholarly journals Nursing staff’s experience of appearance issues in various nursing situations

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Åsa Bringsén ◽  
Johanna Sjöbeck ◽  
Pia Petersson
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Nursing Staff ◽  
Thematic Analysis ◽  
Health Care Professionals ◽  
Knowledge Development ◽  
Research Approach ◽  
Focus Group Interviews ◽  
Professional Nursing ◽  
Group Interviews

Abstract Background Health care professionals frequently interact with unknown patients in a process involving appearance-based judgements and priority-setting, all of which has an effect on health care equality. The healthcare provider–patient interaction is also highly relevant for the awareness and support of patients’ appearance concerns, with an associated possibility for improving patients’ satisfaction with their appearance and health. The aim was therefore to explore nursing staff’s experience of patients’ appearance issues in various nursing situations, with the purpose to facilitate awareness raising and knowledge development. Method A qualitative research approach with focus group interviews was chosen due to the exploratory aim of the study. Five semi-structured focus group interviews were conducted with 24 nursing staff in total (19 women and five men). The participants’ ages varied (20 to 45 years) as did their professional nursing experience. The interviews lasted approximately one hour, were digitally recorded, transcribed verbatim and analysed through thematic analysis. Results The thematic analysis resulted in the two themes Patient perspective and Professional nursing role, with associated subthemes. The findings showed the importance and impact of appearance issues in nursing situations and how these are linked to the health of the patients. Some groups of patients were identified as more vulnerable than others, which was associated with health care inequalities and health disparities. Value-based strategies along with knowledge, and skills for holistic person-centred care were identified as important resources for the development of appearance-related awareness and support in various nursing situations. Conclusion Strategies for improvement can be realised through the educational system for nursing staff, but mainly by using collective reflective learning forums in different workplaces. An empowerment approach is considered a useful framework for the implementation of holistic person-centred care, functioning as a resource for appearance-related awareness and support in various nursing situations. However, more research is needed on the complex and challenging phenomenon of appearance issues in nursing situations. Knowledge development related to successful person-centred strategies for appearance-related awareness and support is important, especially strategies with a salutogenic perspective.

scholarly journals Sound and consumer buying behaviour: do apparel retailers take note of the effect of sound on buying behaviour.

2013 ◽  
Vol 11 (1) ◽  
pp. 375-382
Author(s):  
Elsa C. Nell ◽  
Michael Colin Cant
Keyword(s):  
Focus Group ◽  
Research Design ◽  
Thematic Analysis ◽  
Qualitative Approach ◽  
Retail Stores ◽  
Direct Influence ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Buying Behaviour ◽  
Buying Decisions

The main aim of this study was to investigate the influence of sound on consumers buying behaviour in apparel retail stores. The type of research design used in this study was exploratory in nature, making use of a qualitative approach and a communicative technique of focus group interviews and naïve sketches. The data gathered was analysed by means of Tesch’s inductive descriptive coding technique, better known as thematic analysis. It was found that sound has the ability to influence consumers in either a subconscious or a conscious way. This has a direct influence on the amount of time that consumers are willing to spend in-store and ultimately influencing their buying decisions and behaviour in either a positive or a negative way.

Facilitating the Inclusion of Children With Vision Impairment: Perspectives of Itinerant Support Teachers

2011 ◽  
Vol 35 (2) ◽  
pp. 191-203 ◽  
Author(s):  
Christine Morris ◽  
Umesh Sharma
Keyword(s):  
Focus Group ◽  
Thematic Analysis ◽  
Vision Impairment ◽  
Working Relationships ◽  
Focus Group Interviews ◽  
Potential Barriers ◽  
Regular School ◽  
Good Working ◽  
Group Interviews

AbstractChildren with vision impairment (VI) and blindness are largely educated in mainstream schools in Australia. Specialist itinerant support teachers – vision (ISTVs) travel from school to school to facilitate the education of these children. The purposes of this study were to examine the barriers that ISTVs face in this role, and to identify strategies used to address these barriers. Seven ISTVs participated in the study. Focus group interviews were conducted to collect data from participants. Constant comparison, a form of thematic analysis, was used to examine the data. Results indicate that barriers include a lack of understanding among regular school educators of the needs of children with VI, lack of awareness of the role of ISTVs, insufficient resources and time, and inadequate training. Frequent communication and good working relationships with staff help to minimise or negate many of the potential barriers. However, barriers such as lack of time and inadequate training remain unaddressed and require the attention of policymakers at higher levels.

scholarly journals Det dubbla kompetenskravet

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Emilia Berglund ◽  
Karin Lager ◽  
Jennifer Lundqvist ◽  
Jan Gustafsson Nyckel
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Thematic Analysis ◽  
New Teacher ◽  
Skills Development ◽  
School Age ◽  
Focus Group Interviews ◽  
Subject Knowledge ◽  
Teacher Student ◽  
Group Interviews

I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.  Abstract“The dual competence requirement - A study of teacher student competences in a new teacher education” examines students dealing with a dual competence requirement in teacher education. The study has its’ background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education’s implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills. 

scholarly journals Swedish Preschool Teachers Perspectives on Multilingual Children’s Emergent Literacy Development

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Martina Norling ◽  
Gunilla Sandberg
Keyword(s):  
Focus Group ◽  
Everyday Life ◽  
Emergent Literacy ◽  
Literacy Development ◽  
Preschool Teachers ◽  
Focus Group Interviews ◽  
Action Research Project ◽  
Research Project ◽  
Group Interviews ◽  
Teachers Perspectives

<p><em>This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development.</em><em></em></p><em>This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.</em>

scholarly journals INDUSTRY-ACADEMIA COLLABORATION: MEETING UNDERGRADUATE ENGINEERS’ EMPLOYMENT NEEDS

2019 ◽  
Vol 7 (2) ◽  
pp. 247-253
Author(s):  
Indra Devi S. ◽  
Linda Khoo Mei Sui ◽  
Bharanidharan S.
Keyword(s):  
Focus Group ◽  
Thematic Analysis ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Numerical Data ◽  
Positive Trend ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Employment Needs ◽  
Quantitative And Qualitative Methods

Purpose of the study: The aim of this study is to investigate undergraduate engineers’ perceptions on the industrial collaboration program. Methodology: This study used both quantitative and qualitative methods of analysis. Based on purposive sampling, 150 undergraduate engineers were selected and were required to complete a questionnaire and participate in focus group interviews. Numerical data obtained using the questionnaire were tabulated based on frequencies and percentages. Thematic analysis was performed to identify patterns that emerged from the focus group interview transcripts. Main findings: Study findings indicate a positive trend in students’ perceptions on the benefits of the program besides indicating a gap in their ability and competency. Thematic analysis based on the focus group interviews reveal three emerging themes which indicate that the respondents found the program to have boosted their confidence, besides being useful and meaningful. Applications of this study: This study contributes to the design of English for Specific Purposes (ESP) curriculum, specifically for engineers. ESP curriculum design as well as teaching and learning should include industry leaders’ intervention. Novelty/Originality of this study: This study will be the entry point for employer engagement in teaching and learning as well as in ESP curriculum development for engineers in the context of a technical university.

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