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Abstract

In this article, we discuss focus groups as a tool for evaluating and revising teacher education programs. Focus groups provide opportunities for qualitative feedback and elaboration rarely received through other evaluation methods. Four focus group interviews were conducted for graduates of and students in a Collaborative Teaching Master's Program. Their responses included not only what they liked and disliked about the program, but also why that was the case and bow it could be changed. The major program strengths related to individualizing instruction, collaboration, reflective teaching, applying bebaviorally based interventions, the teaching/learning environment, understanding and communicating effectively with families, and using progress monitoring for instructional decisions. The participants perceived the major program weaknesses to be the research courses, time constraints, IEP development, and practical relevance. The use of focus groups to complement the use of questionnaires in the revision and improvement of programs is discussed.

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The Role of Focus Groups in Evaluating and Revising Teacher Education Programs

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