scholarly journals Training for a Profession: Transition from Course to Workplace

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Henriette Duch
Keyword(s):  
Teacher Training ◽  
Focus Group ◽  
Training Program ◽  
Transition Process ◽  
Classroom Teaching ◽  
Vocational Teachers ◽  
Learning Trajectories ◽  
Focus Group Interviews ◽  
Vocational Colleges ◽  
Group Interviews

A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace. Before 2010, the transition process was regulated by a ministerial order, but now the market has created variation in the training. The case presented here is four vocational colleges where teachers attend a teacher training course. The study is based on the documentary analyses, focus group interviews and observations. Using Evetts’ concept of professionalism, the analyses show different logics at vocational colleges. Managers implement the course at vocational colleges by choosing different strategies for organizational professionalism. However, the teachers construct other learning trajectories by moving between classroom teaching and teamwork, which in the article is perceived as part of occupational professionalism. These coinciding logics might influence the transition from course to workplace.

Using Focus Group Interviews to Understand Staff Perceptions from Training in the Therapeutic Community Model

2003 ◽  
Vol 33 (2) ◽  
pp. 143-157 ◽  
Author(s):  
Anna Tsiboukli ◽  
Kim Wolff
Keyword(s):  
Focus Group ◽  
Training Program ◽  
Stages Of Change ◽  
Drug Users ◽  
Therapeutic Community ◽  
Program Improvement ◽  
Focus Group Interviews ◽  
Staff Perceptions ◽  
Community Model ◽  
Group Interviews

The current article is concerned with the use of focus group interviews in understanding staff perceptions of training to work with drug users during the different stages of change from addiction to rehabilitation in the Therapeutic Community model. The article discusses the use of the focus group interview as the most appropriate method for the scope of this study, based on the assumption that trainees are aware of their own needs and demands from training. Methodological issues relevant to the use of focus groups and the individual responses to the training program are discussed. The content and structure of the training program are also discussed. The article concludes that gaining information on people's own perceptions and experiences from the training process can contribute significantly to program improvement.

scholarly journals Pre-Service Social Studies Teachers’ Views About Teacher Training (Focus Group Interviews)

2019 ◽  
Vol 7 (4) ◽  
pp. 204
Author(s):  
Selçuk İlgaz
Keyword(s):  
Teacher Training ◽  
Focus Group ◽  
Social Studies ◽  
Focus Group Interview ◽  
Social Studies Teachers ◽  
Professional Experience ◽  
Focus Group Interviews ◽  
Interview Technique ◽  
Group Interviews ◽  
Academic Year

The purpose of this study is to reveal the pre-service social studies teachers’ opinions about teacher training. This study is carried out via qualitative research method. The study group consisted of 6 4th year students studying in the department of social studies teaching in Kazım Karabekir Education Faculty of Ataturk University in 2018-2019 academic year. The data obtained with focus group interview technique was analysed via content analysis.Considering the results, the pre-service teachers argued that the purposes of the education faculties were to graduate students or only tell subjects based on memorization. According to the pre-service teachers, education faculties generally fail in teacher training. They stated that only existing applied courses would make contributions to their professional experience. In addition to this, they mentioned focusing more attention on practices and stated that the training practices should be increased. They determined that the courses in social studies program should be redesigned according to their functionality.

scholarly journals Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews

2020 ◽  
Vol 17 (23) ◽  
pp. 8880
Author(s):  
Jaehee Jeon ◽  
Jin Hee Kim ◽  
Eun Hee Choi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Training Program ◽  
Simulation Training ◽  
Focus Group Interviews ◽  
Emergency Situations ◽  
Essential Components ◽  
Group Interviews

Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.

Management Strategy for Distributing Questionnaires and Interview Guidelines in the Research Data Collection Process

2018 ◽  
Vol 2 (2) ◽  
pp. 104-111
Author(s):  
Po. Abas Sunarya ◽  
George Iwan Marantika ◽  
Adam Faturahman
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Management Strategy ◽  
Research Data ◽  
Accurate Information ◽  
Focus Group Interviews ◽  
Good Management ◽  
Research Activities ◽  
Data Collection Process ◽  
Group Interviews

Writing can mean lowering or describing graphic symbols that describe a languageunderstood by someone. For a researcher, management of research preparation is a veryimportant step because this step greatly determines the success or failure of all researchactivities. Before a person starts with research activities, he must make a written plan commonlyreferred to as the management of research data collection. In the process of collecting researchdata, of course we can do the management of questionnaires as well as the preparation ofinterview guidelines to disseminate and obtain accurate information. With the arrangement ofplanning and conducting interviews: the ethics of conducting interviews, the advantages anddisadvantages of interviews, the formulation of interview questions, the schedule of interviews,group and focus group interviews, interviews using recording devices, and interview bias.making a questionnaire must be designed with very good management by giving to theinformation needed, in accordance with the problem and all that does not cause problems at thestage of analysis and interpretation.

scholarly journals Counter-talk as symbolic boundary drawing: Challenging legitimate cultural practices in individual and focus group interviews in the lower regions of social space

2021 ◽  
pp. 003802612110144
Author(s):  
Riie Heikkilä ◽  
Anu Katainen
Keyword(s):  
Focus Group ◽  
Power Relations ◽  
Social Space ◽  
Cultural Practices ◽  
Qualitative Interviews ◽  
Focus Group Interviews ◽  
Moral Boundaries ◽  
Popular Classes ◽  
Group Interviews ◽  
Symbolic Boundary

In qualitative interviews, challenges such as deviations from the topic, interruptions, silences or counter-questions are inevitable. It is debatable whether the researcher should try to alleviate them or consider them as important indicators of power relations. In this methodological article, we adopt the latter view and examine the episodes of counter-talk that emerge in qualitative interviews on cultural practices among underprivileged popular classes by drawing on 49 individual and focus group interviews conducted in the highly egalitarian context of Finland. Our main aim is to demonstrate how counter-talk emerging in interview situations could be fruitfully analysed as moral boundary drawing. We identify three types of counter-talk: resisting the situation, resisting the topic, and resisting the interviewer. While the first type unites many of the typical challenges inherent to qualitative interviewing in general (silences, deviations from the topic and so forth), the second one shows that explicit taste distinctions are an important feature of counter-talk, yet the interviewees mostly discuss them as something belonging to the personal sphere. Finally, the third type reveals how the strongest counter-talk and clearest moral boundary stemmed from the interviewees’ attitudes towards the interviewer herself. We argue that counter-talk in general should be given more importance as a key element of the qualitative interview. We demonstrate that all three types of counter-talk are crucial to properly understanding the power relations and moral boundaries present in qualitative interviews and that cultural practices are a particularly good topic to tease them out.

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