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Focus groups.
Researchers conducted a focus group with participating Partnership for
Transition to Teaching (P3T) teacher candidates with the intent of obtaining insight into the
patterns of P3T teacher candidates’ perceptions about their participation in the program and the
nature of their concerns. Focus groups as a data collection method allow social science
researchers to collect data from multiple individuals simultaneously. Often deemed as less
threatening to many participants, the approach is an avenue for participants to share their
perceptions, express consensus among participants, and dissent toward differing views (Krueger
& Casey, 2000; Onwuegbuzie, Dickinson, Leech, & Zoran (2009). Focus group participants
should represent a range of diverse individuals and create an environment where participants feel
comfortable sharing their thoughts, opinions, beliefs, and experiences. When specialized
knowledge exists, Krueger (1994) endorses the use of very small focus groups, or “minifocus
groups” which include 3 or 4 participants. The P3T Internal Evaluator facilitated the group
online utilizing Skype voice
over-IP software and
recorded the interview using Pamela for
Skype.
Project personnel were particularly interested in improving program supports to P3T
teacher candidates. A plethora of findings from a review of related literature noted that
classroom management and teacher misunderstandings about cultural diversity were among the
top cited reasons for teacher attrition. To capture the perceptions and concerns regarding
participation in the P3T program and the issues P3T candidates were facing in regard to
classroom management and cultural diversity, focus group questions were developed. The
abbreviated focus group questions were (a) What are your thoughts and perceptions regarding
the P3T program?, (b) What do you see as the strengths?, and (c) What are some areas of
improvement?, (d) On a scale of “1” being low to “10” being high, how satisfied are you with
the: level of support you have from the P3T program as a TOR; rate your preparation in
classroom management; and rate your preparation for working with diverse populations. Why
did you give it this rating? Give examples.
Focus Group Process
The facilitator directed participants to listen to the questions (presented one at a time) and
recorded their responses on a note card to be shared aloud with the group. After the facilitator
presented each question, the group was asked to read their responses. This process allowed
participants to share their initial reactions to the question rather than be influenced by other
group members. After each member shared their initial responses, a group discussion took place.
Participants often shared similar sentiment and reactions to the questions, and often elaborated
upon their responses or confirmed others’ perceptions. The entire process took 72 minutes.
Data Analysis
Descriptive statistics were computed for the survey items using SPSS version 22. For the
focus group data, researchers utilized a constant comparative analysis and NVivo software. By
comparing, the researcher is able to do what is necessary to develop a theory inductively,
including categorizing, coding, delineating categories, and connecting them. Leech and
Onwuegbuzie (2008) noted that constant comparative analysis is used to analyze many types of
data and is appropriate for the analysis of focus group data. The three major stages that
characterize the constant comparative analysis are (a) open coding, (b) grouping into categories,