Focus group evaluation of an elective course design

Abstract

This research led to determining the relevance of the curriculum designed by our Professional Training School for Teachers in Puebla, Mexico, regarding the dimensions of content and curricular order, based on the experience of students and teachers. The methodology has a qualitative approach; the technique was focus groups, and the instrument was a script of open questions that considered the internal evaluation of the process. It is in our best interest to strengthen the design and implementation of the "Inclusion, Art, Play, and Sport" course as part of a series of community-proposed optional courses. In the experience of students and teachers, the group met the general purpose. The feedback received through the focus groups cut in greater depth for students to identify the collective achievements of all the participants: students, teachers, and curriculum designers. Throughout the study, we identified aspects for improvement, such as rethinking some activities and learning evidence, reducing the amount of information to meet, and establishing a better relationship between the topics and the teaching practices, particularly those related to strategies for inclusion in art and sports.