Data collection

3.6.1 Semi-structured interviews

Described as the preferred approach for data collection in qualitative research methodologies, interviews facilitate the process of collaboration and rapport building, offering an opportunity for detailed, personal discussions (Reid et al., 2005). Frequently utilised in IPA studies to elicit personal perceptions of the experience under study, Smith and colleagues (2009) advocate that qualitative interviews enable a ‘comfortable interaction’ (p.59) permitting the participant to tell their story.

Referred to as a ‘conversation with a purpose’ (Smith et al., 2009, p. 57), semi-structured interviews were selected as they offer a loose structure, whilst permitting flexibility to pursue the ideas, thoughts and feelings conveyed by the interviewee. This format allowed the participant to be involved in leading the interview’s content, with the researcher able to explore unexpected data as it arose (Robson, 2011). In addition to meeting the idiographic nature of IPA, this approach ensured essential components of the research question were covered, whilst providing a scaffold for use during moments of difficulty or inflexibility (Smith et al., 2009).

3.6.2 Developing the semi-structured interview questions

Whilst developing the interview schedule utilised in the current study (see Appendix L), guidelines advocated by Smith and colleagues (2009) were followed. This emphasised the importance of encouraging the participant to speak at length about their experiences, employing open and expansive questions to allow both a broad and focused discussion. Individualised, flexible and collaborative in approach, the researcher did not stick to the interview schedule rigidly, adapting the sequence in an attempt to respond to the narratives expressed by each participant. As directed by Smith et al. (2009) the following probes (Figure 5) were used to allow a deeper exploration of the participants’ experiences, attending to key words and phrases.

Figure 5. List of probing questions. Adapted from Smith and colleagues (2009).

To allow the researcher an attempt to practice their interview technique whilst ensuring the schedule’s suitability, a pilot study was conducted with a TA from an AP. Whilst this interview was not utilised in the data analysis, it provided the researcher with opinions about the appropriateness of the questions whilst offering a space for reflection on the process. Feedback focused on the importance of prompts to elicit further information, in addition to a warm-up conversation that allowed the interviewee to become comfortable and open to discussing their experiences.

- Can you tell me more about that? - How did you feel?

- Why? - How?

3.6.3 Interview procedure

Once mutually convenient dates were arranged with the participants, the researcher agreed a setting for the interview to take place. Noting the importance of a location that was comfortable, familiar and safe (Smith et al., 2009), the TAs each chose to complete the interview after school hours within either a classroom or the AP’s conference space. The expected duration of the interview was also reiterated to the participants, ensuring that they could both agree to the time commitment and had access a room that was quiet and free from interruption.

Before the interviews, the researcher began an informal discussion asking about the TA’s background and how their day had been. Engaging in this process was important in building a rapport with the participant, aiding the development of a comfortable and trusting atmosphere. An introductory script was utilised to describe the interview process, emphasising the research’s purpose, aims and the importance of gaining the experiences of TAs. The flexible style of interviewing was also described, with explanation that the researcher may take notes as part of the procedure. Prior to beginning, participants were offered the opportunity to review the information sheets to ensure they understood and agreed to the ethical requirements (e.g. the right to withdraw, the use of audio recording and confidentiality). The opportunity to ask questions and express concerns was also offered, with interviewees requested to sign the consent form if they agreed to proceed.

As part of the interview process, the researcher endeavoured to create an environment in which the participant was able to provide in-depth personal reflective accounts of their experience. Central to this process was the role of active listening, allowing exploration of feelings, thoughts and views, whilst probing spontaneously at certain points to expand and

elicit additional information (Smith et al., 2009). The researcher noted that previous experience of consultation processes was beneficial, supporting the use of non-verbal cues, verbal prompts and a resistance of the urge to interrupt.

Following each interview, the TAs were offered time to reflect on the interview process acknowledging the impact of the personal accounts they had expressed. The researcher explained that the findings would be disseminated within the EPS/LA and available through either a letter or an individual meeting dependant on the TA’s preference.

3.6.4 Transcription and reflection

Following each interview, initial notes, reflections and feelings were recorded to both contextualise the analysis and aid the development of interviewing skills (see Appendix M for a sample of the process notes). Transcription was completed by the researcher to produce verbatim transcripts for analysis (see Appendix N for an example interview transcript). To ensure accuracy, the audio recordings were listened to on multiple occasions with any additional reflective comments added.