A qualitative research approach was used, where 8 teachers from 3 different primary schools were interviewed in semi-structured interviews. The interviews took place from june 2012 to february 2013.
Gerð var eigindleg rannsókn og tekin hálfopin viðtöl við átta umsjónarkennara í þremur grunnskólum, viðtölin fóru fram frá júní 2012 til febrúar 2013.