Appendix Q Emerging Themes from the Focus Group Interview with Teacher Trainers
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Hivatkozások
Válaszd ki a számodra megfelelő formátumot:
| Harvard: | Divéki Rita (2024): Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132Letöltve: https://uat.mersz.hu/hivatkozas/m1171digc_table_103/#m1171digc_table_103 (2026. 08. 09.)
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| Chicago: | Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132(Letöltve: 2026. 08. 09.https://uat.mersz.hu/hivatkozas/m1171digc_table_103/#m1171digc_table_103) | |
| APA: | Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132. (Letöltve: 2026. 08. 09.https://uat.mersz.hu/hivatkozas/m1171digc_table_103/#m1171digc_table_103) |
Themes |
Sub-themes |
Optimal classroom atmosphere | Comfort (F, I, U) |
Safety (F, I, U) | |
Importance of the physical environment (I, F, U) | |
A group where people like being together (F, I, U, M) | |
Democratic atmosphere (I, U) | |
No pressure (U, M) | |
How to have fruitful discussions | Rarely prepares for CI discussions (U, F) |
Interaction guidelines (I, M) beforehand | |
Reflecting on the interaction afterwards (U, I) | |
What to do when conflict arises | No need for smooth and peaceful discussions (M, I) |
Handling the conflict as a group (F, U) | |
Different ways of handling conflict | Dealing with the problem outside of class (U, F, M) |
Making them feel that it’s a safe space (U, M) and they can choose their next step | |
Trusting one’s intuition (U) and addressing the issue in class (I) | |
Racist/sexist comments | Addressing the issue indirectly (short discussion) (M, U, I) |
Cancel culture? (U + F agrees) | |
YES (I, U, M) | |
Revealing one’s opinion | When is the question (everyone) |
Views and values should be distinguished (F, M) | |
When not to reveal their opinion | Sg they don’t know much about (M, U) |
Party politics (M) | |
Activities used for GCD | Debates (I, F, M) |
Experiential (U, I) | |
Student attitudes |
You need to generate an emotional response |
Transition | |
Some students are not interested | |
Empathy | |
One activity |
Professional presentations (F) |
Ranking sources of stress (M) | |
Letter writing activity (M) | |
Opinion-line activity (I) | |
Trading with values (I) | |
Online web-collab project (I) |