Methodological Technique of the Focal Group: An Investigation of Concepts That Form Teachers’ Identity

Abstract

Current research, foregrounded on Arroyo (2000); Gatti (2005); Guimarães (2003; 2006); Silva (2003) and others, presents a preliminary study on theoretical notions about the identity and about one of the methodological procedures, namely, the focal group technique used in research under teachers’ integration and conception at the III Unit of the Southern Regional Section of Cuiabá MT Brazil. Although it is a methodological instrument scantily employed, it is highly efficient in data collection as from debates in small groups focused on specific themes. It should be enhanced that the importance of the focal group in qualitative research comprises contribution to the investigation of concepts that may be difficult to collect by other methods. The employment of such a technique identifies concepts that teachers have on themselves, on their pupils, on the school, on school administration and on the teaching-learning process. The sample includes 25% of teachers in the Unit. Besides its contribution towards the investigation process, progress in the continuous formation of the participants and a more conscious activity within the educational process of the school institution are highly expected.