02 Focus Group Interviews

This report presents findings from Spanish focus groups with student teachers, school leaders, and external facilitators involved in Professional Learning Communities (PLCs). Student teachers valued emotional safety, structured meetings, and reflection, though time constraints were challenging. School leaders emphasized shared leadership, communication, and strategic vision. Facilitators highlighted accompaniment, reflective practice, and strong relationships, while noting time limitations and varying teacher motivation. Across all groups, the need for training in leadership, facilitation, and collaboration—especially for online settings—was a recurring theme.

This report presents findings from interviews and a focus group with Greek PLC facilitators and one school leader. It explores the practices, competencies, and challenges of supporting Professional Learning Communities (PLCs). Facilitators emphasized trust-building, reflective dialogue, action research, and context-sensitive strategies. The school leader highlighted inclusive leadership, shared pedagogical principles, and the importance of communication and collaboration. Challenges included systemic rigidity, limited collaboration culture, and dual evaluator roles. The report underscores the need for training in inquiry-based facilitation and online collaboration tools.

This report summarizes four Norwegian focus group interviews with PLC leaders and facilitators. Participants include experienced academics, school leaders, and newly appointed principals. Key themes include reflective practice, inquiry-based leadership, the importance of trust, and differentiated facilitation strategies. Challenges include role complexity, time constraints, and group dynamics. Training needs vary, but all value professional support networks, clear models, and tools. Online PLC facilitation is seen as both flexible and demanding. Effective PLC leadership requires curiosity, communication skills, and the ability to balance structure with relational sensitivity.

This report summarizes Austrian focus group findings from PLC leaders, student teachers, and faculty members. Key themes include the dual role of lecturers as leaders and facilitators, the importance of trust and democratic values, and the role of structured reflection. Student teachers valued guidance but also expressed interest in shared leadership, especially in later semesters. Challenges included the evaluator–facilitator role conflict, time constraints, and fostering open dialogue. Online PLCs offered flexibility but required digital skills and trust-building. Participants called for targeted training in facilitation, communication, and democratic leadership.

This report presents focus group findings from Germany, based on interviews with student teachers and external facilitators of PLCs. Students highlighted the importance of structure, trust, democratic processes, and support through reflection and impulses. Challenges include role conflicts, time constraints, and limited clarity around the PLC concept. External facilitators emphasized organization, role distribution, reflective dialogue, and the inquiry-based approach. Both groups stressed the need for targeted training in facilitation, especially regarding online PLCs, communication, and the development of trust-based collaboration.