Data analysis

This section will discuss the analysis of the data collected from the participants at the three universities. Silverman (2011) identifies five different approaches to data analysis for qualitative research: framework analysis, constructivist grounded theory, thematic analysis, interpretive phenomenological analysis, and narrative analysis. Interpretive

phenomenological analysis was chosen for this study as it identifies and analyses patterns around qualitative data (Smith and Osborn, 2008).

3.3.2.1 Document analysis

The decision to start the data analysis by carrying out a document analysis of the policies of the Turkish Ministry of Education and of the three institutions was intended to give the researcher a preliminary understanding of where PD was placed in the culture and context of the study. This process helped the researcher develop an understanding of the language used in the different departments and to describe PD in these specific contexts. The rationale for the analysis of these documents was to collect information to inform the subsequent three phases of the research and to obtain a deeper understanding of the data collected. Firstly, the governmental policies were analysed, and then the policies of the individual institutions were explored to ascertain to what extent the former had informed the latter and to understand whether there was a common, countrywide view. From this, a more in-depth analysis was made of the documents of each individual institution.

With current perceptions of the importance of professionalism and quality assurance, such documents are, in part, an active representation of the evolution of beliefs and values that an organisation or institution holds in that they “actively construct the very organisations they purport to describe … and it is important to recognise the extent to which many social settings are self-documenting” (Atkinson and Coffey, 2011, pp. 77– 78). Therefore, document analysis was chosen as the preliminary medium of research to inform the researcher of the beliefs, values, and principles contained in the policies laid out by the Ministry of Education and by the three PYPs. This was to inform the researcher about the context, which may have an effect on participants’ perceptions of PD in the country and in the institutions that inform the researcher about the “network of influence” of the documents and their writers (Prior, 2011, p. 107). Document analysis can raise awareness of the culturally shared knowledge and expectations of a group by critically studying the language of the documents to identify what is said, implied, or not said. In addition, an analysis of how these documents are structured and organised can give an understanding of which specific issues are raised and prioritised in relation to PD, which in turn can deepen the researcher’s understanding of underlying issues (Rapley, 2007; Atkinson and Coffey, 2011).

The Ministry of Education’s documents (in English) were obtained from the institution’s official website, while the documents for each individual PYP were obtained following a written request sent to the directors of those programmes. These analyses of the PYP teaching manual and website documents gave the researcher an understanding of the working principles that guide the departments and informed her on the lexis that would be used by instructors to describe their perceptions of the process of PD within their given institution. The documents from the Ministry of Education explained what policies had been laid out in relation to ELT PD. It should be noted that these guidelines were created for government educational establishments. There were eight participants from University 1, six participants from University 2, and six from University 3. Once the document analysis was completed, the online pre-interview questionnaires were distributed by email.

3.3.2.2 Interview and reflection tasks analysis

In this study, the qualitative data were obtained from interviews with the teachers and their pre- and post-interview reflections. Smith and Osborn (2008) talk of six stages of analysis: 1) Read a single transcript (with initial comments); 2) Generate initial themes (transform comments into themes); 3) Create a list of initial themes; 4) Cluster the themes (order the list of themes into connected areas); 5) Create a list with superordinate themes and sub-themes; and 6) Go to a new transcript.

These steps were used as the data analysis process in this study. After the data were collected and the researcher had returned from Turkey to the UK, the interviews were transcribed, which is seen by some as an interpretive act that needs deep listening, analysing, and interpreting (e.g., Bailey, 2008; Hesse-Biber and Leavy, 2010; Byrman, 2012). While the interpretive analysis was being carried out, notes and/or memos were made to facilitate initial understanding of the data. Then, the data were analysed holistically for emerging themes. When reflecting on the emerging themes, the analytical framework was decided upon to facilitate a deeper understanding of the data when the second sweep of the data was carried out. Ryan and Bernard (2003) recommend identifying themes to look for: repetitions, indigenous categories, metaphors, transitions, similarities and differences, linguistic connectors, missing data,

months, and over 200 pages of transcripts were produced, with memos attached in the margins of each page. In the next stage, the researcher clustered together the themes that had connected areas; after this, lists with superordinate themes and subthemes were created. Finally, the extracts were chosen, compared, and related back to the research questions, literature review, and theoretical framework. After the emerging themes had been identified, the transcripts of Stages 2–4 were uploaded and categorised in NVivo (NVivo Qualitative Data Analysis Software; QSR International Pty Ltd. Australia, Version 10, 2014).

3.3.4.3 First Sweep of Data

In this study, the transcripts (including Phases 2, 3 and 4) were initially analysed for emerging themes. For each participant and each institution, a conceptual framework was made highlighting the main themes each individual mentioned. It was noted that all the participants were mentioning influences from the past, present and future. These were identified and put in the conceptual framework of all three institutions together (see below). The analytical framework of agency was chosen and the model created by Biesta, Priestley and Robinson (2015) was adopted. This analytical framing was selected as the emerging themes demonstrated the past, present and future effects of key elements that could influence PD. In what could be called the past (iterative), teachers’ learning and professional backgrounds were discussed as well as their perceptions of other teachers’ learning and professional backgrounds that may be different from their own. In the present (practical evaluative), the material aspect of assessment was a clear theme, as were culture and community. At this stage, the clash of cultures appeared “tribal”, with divisions between NES and NNES teachers, but this notion, following further analysis, was later discarded as too simplistic (discussed further in Chapter 2 section 2.6.1 p 52). There also seemed to be a perception that the NES teachers had a stronger voice than the NNES teachers as owners of the language; but again on deeper investigation, this too seemed to be an overly simplistic interpretation (discussed in detail throughout Chapter 4). The future (projective) was also mentioned, by the majority of teachers that the experienced teachers perceived as being less interested in PD for a number of reasons (which will be discussed further throughout Chapter 4).

Figure 3. The conceptual framework created from emerging themes

Second sweep of the data: Themes using the analytical framework of agency (Column 1)

After the analytical framework of agency was decided upon, the transcripts were uploaded to NVivo for the second and third phases for a more detailed analysis. Initially a second sweep of the data was made. The themes that emerged from the second sweep of the data can be seen in Table 4,5 and 6 (Column 2) below. Column 1 is divided into the iterative, practical evaluative and it shows the themes that emerged in each area related to engagement in PD. In Column 3, the number of participants who mentioned

the theme is given, while Column 4 shows the number of times the theme was mentioned.

The themes in Column 2 were the most commonly mentioned and this is reflected in column 3 which shows the number of participants referring to the theme and Column 4 the number of times the theme is actually referred to. Finally, Column 5 shows the third sweep of the data and a consolidation of significant themes is laid out. The themes in Column 5 will be explained in detail throughout Chapter 4, Which sections they will be discussed has been indicated.

Table 4.Themes within the structure of the analytical framework

Table 5. Themes within the structure of the analytical framework

1. Analytical Framework 2. Themes from the second sweep of the data, using

the agency analytical framework 3. NOP referring to theme

4. NOT theme is referred to

5. Third Sweep of the data: Consolidation of themes

Iterative: Life histories 20 167

Iterative • Travel • No other jobs • Lots of jobs 4.2.1 Personal formal learning: qualifications Iterative + Practical Evaluative Structural Relationships Cultural Ideas, Values, Beliefs

• Qualifications hierarchy of value • Not valuing the others qualifications • Respecting the others qualifications • Lack of understanding of others educational

background (teaching & learning methodologies)

• The others understanding of ELT

4.2.3 Perceptions of “others’” learning

Iterative: Professional histories 20 207

Iterative +

Practical Evaluative Structural Relationships Cultural Ideas, Values, Beliefs

NOP: Number of Participants

NOT: Number of times

• Lost interest • Lost faith • Less open • Less submissive

• Insecurity of inexperience

• Younger teachers know approaches are changing

• Focus on class • Opportunity for CoP

4.2.2 Understanding of formal PD 4.2.4 Professional Experiences: Longevity in the profession

Table 6.Themes within the structure of the analytical framework

1. Analytical

Framework 2. Themes from the second sweep of the data, using the agency analytical framework 3. NOP referring to theme

4. NOT

theme is referred to

5. Third Sweep of the

data: Consolidation of themes

Practical evaluative: Cultural and Structural: Collaborative PD and PL

with ‘the other’ 20 578

Iterative + Practical Evaluative Structural Relationships Cultural Ideas, Values, Beliefs

• Shared experiences Living outside their own culture

• Disconnection of international teachers from host culture

• Lack of social life with national/international teachers

• Tribes

• Stereotype of other

• Lack of cohesion in dept for PD

• Different learning backgrounds lack of respect • Dissonance/divide/tribal

• Code switching

• Feelings of exclusion & discomfort with dominant group

• Complexity of group

• Meta-reflexive understanding of culture (int pts) • Challenges of interacting with other

• Use of native language to identify the other

4.3.1 Collaborative PD with the other: national and international interactions

4.3.2 Collaborative PD with the other: Professional understandings .3.3 Collaborative PD with the other: Group dynamic Practical Evaluative Structural Relationships Cultural Ideas, Values, Beliefs

• Common outlook (preferred working with) • Similar world view

• Common understanding of w/e • Working with like-minded people • Prefer working with the other • Prefer not to work with the other • Prefer to work with the similar • Common understanding of the students • Perceptions of “the others work ethic and own

peoples w/e

• Community affects the work ethic

4.3.2 Collaborative PD with the other:

National and international Professional understandings Practical Evaluative Structural Relationships Cultural Ideas, Values, Beliefs

• Peer influence positive & negative • Collective thinking

• Good collaboration amongst teachers

4.3.3 Collaborative PD with the other: Group dynamic

The themes and how they were consolidated as per Column 5 will be discussed in detail in Chapter 4.

3.4 Reflections on the research