Appendix T Emerging Themes from the Focus Group Interviews with Secondary School Teachers
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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_108/#m1171digc_table_108 (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_108/#m1171digc_table_108) | |
| 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_108/#m1171digc_table_108) |
Themes |
Sub-themes |
The ideal atmosphere | Trust (É, J, K) |
Openness (A, Zs) | |
Respectful (A, Zs, L, É) | |
Authentic (É, H) | |
Brave (H, Zs) | |
Curiosity, interest (B, I) | |
Classroom set-up is important (A, É, L, Zs) | |
Preparing for challenging discussions | No preparation necessary (A, É, I, J, L, Zs) |
Depends on the group (J, K) | |
Basic rules of interaction (B, É, J) | |
Fruitful discussions | Reminding the students of the rules (É, J, K) |
Moderating the discussion: Stirring back the conversation (G) Stepping into the debate (I, K) Summary and paraphrasing (B, I, K) Setting an example (B) Asking questions (G) Students moderate the discussion (L) Reflecting on the discussion (K) | |
Suggestions for domineering opinions (L, Zs, A) | |
Suggestions for finding what to say (A, Zs) | |
Dealing with conflict in the classroom | Creating teachable moments (A, B) |
Discussing the issue with the student alone, after class (J, Zs) | |
Discussing the issue with the whole group (B, J, K, Zs) | |
Racist/sexist comments | Would not let is pass (A, D, É, J, K, L, Zs) |
Dissect the statement (I, G) | |
Reflect on what happened (J, L) | |
Let other students react (D, L) | |
Revealing one’s opinion in class | Reveal their opinion about anything (B, É, L) |
Only share if asked (G, Zs) | |
Difficulties in hiding their opinion (B, É, L) | |
Two-way street: if they expect students to share… (B, D, I, U) | |
The issue is important (K, L) | |
Teacher is an open book (A, É) | |
Educational aim (A, L) | |
Sharing at the end of the discussion (H, I, U) | |
Not revealing one’s opinion about… | Politics (B, D, H, I, K, L) |
Personal life (D, J) | |
Colleagues (D, I) | |
Activities for developing students’ GC | Supplementing the coursebook (D, G, H, I, J, K) |
Introducing global issues through videos and songs (A, D, U, Zs) | |
Drama (J, K, L) | |
Usefulness of the worksheets | Materials catering to the students’ needs and interests (B, D, J, K, U) |
Ready-made materials (B, H) | |
Similar worksheets would be needed (B, G) | |
Different from a regular class (D, H) | |
Modular (L, Zs) | |
Students’ attitudes towards dealing with global content | Everchanging (G, L, U, Zs) |
Topics students frequently encounter (I, J) | |
Depends on the group (H, G) |