Site-specific focus groups: analysing learning spaces in situ

Abstract

This article reflects on the focus group as a research technique used in an analysis of the relationship between learning spaces and pedagogy, developed as part of the assessment of the secondary school modernisation programme in Portugal. The research proposes a methodological innovation in the use of focus group, by developing focus groups before, during and after tours to the schools. The focus groups in this format were particularly important for the research since they facilitated a dynamic of social interaction and the expression of views and opinions among groups of pupils and teachers about the impact of the renovations on education practices. They also lighlighted some of the specific aspects of the interaction between the appropriation processes and the object of the intervention, which was in itself object of contradictory interpretations. Further, this technique enables the attainment of a triangulation strategy, central to the study.