Task: Qualitative Analysis of Interviews

Using excerpts from the interviews below, "Task for qualitative data analysis_Excerpts interviews trainee teachers". Use the excerpts from the interviews and the phases of the thematic analysis, as presented in this material, to generate 'codes' or 'themes'. create atleast two(2) themes.Produce a brief report (phase 7) (between500-800 max word count) topresent 1 or 2of the themes.

Rememberthat the themes are supported efficiently by the data. For better consistency of the answers' submission, a specific template is also included below which you will use to answer the questions.

Your paper should reflect scholarly writing and APA Referencing standard in case of using references to this activity. Be sure to adhere toAcademic Integrity Policy by avoiding through text-citing and acknowledging other author's work.

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Why did you decide to become a teacher?

Data excerpt 1: ... as a person I'm quite outgoing, I'm quite a confident person and I think my communication skills are one of my strengths as are my facilitation and group working skills, and so really, yeah, I thought from quite an early age that I'd be a candidate who would make a successful teacher. I thought after I finish my degree I'll apply for some jobs in advertising and didn't really get anywhere, it's a real tough graduate job so it's very hard and in the end I'd already applied for this [PGCE] as my fallback and so I did this in the end because I couldn't get a job in advertising. Sounds awful but yeah. I did work experience in a school, voluntary, I went in half a day a week and I just loved it so I knew it was the right thing for me really. It's nice to be part of people's growing up. I look back at my teachers and I still remember the ones that I loved at primary school. I remember the impact they made on my life... I'd like to be able to give that to children, that sort of enjoyment and the amount of pleasure I got out of it... I'd love to think that fifteen years down the line somebody would say that about me.

Data excerpt 2: Coming from the family that I come from we've got a lot of children around us so I've grown up with lots of children and being the oldest as well helped my brothers and sisters learn. So I've always been being a teacher. It's all I want to do really, just be a teacher... I knew from day one, I had applied for teaching as soon as I left school. I'd always wanted to be a teacher. Because I speak different languages, I speak Urdu, Arabic, Farsi, French and English, I can see things from a different perspective sometimes. Certain people might think that a child doesn't do that properly, but I sometimes see what they're doing because I can see it from here and from here and I can put that across... so I knew I could bring certain things into the teaching profession. My secondary education was very much 'you will listen to the teacher and you will learn from the teacher. I don't think that's the case. I think children learn from each other. I'm a facilitator rather than a person who's going to stand up in front of the blackboard six hours a day. I've done lots of voluntary work with children and when I was doing my degree I did a lot of work with children and I did really enjoy it. I do have three small children and that did have an impact in my choice because you do sort of imagine that a career in teaching will fit in with family life more conveniently

Data excerpt 3: I'm a big kid at heart and I thought if I become a teacher I'll try really hard to do things that are entertaining because I know how boring [school] can be. I hated

school. I was expelled from school twice. That might be another reason that I went into teaching, the idea of going back and doing it better. I've grown up around teachers, you know, arguments about teaching over the Christmas dinner table, that really put me off in those days, but now I've worked for ten years and I've got a different perspective on it. I swore blind I'd never do it but ten years on, your life changes. I've worked all my life. I was in banking for over 10 years, then I went into HR [Human Resources] through banking, and got made redundant twice in a year. And I just thought, OK seeing as I am not working anyway, I may as well go into teaching. [I visited a school] and the fact my brain was bubbling with ideas of how to cope with things said to me that it would be quite a nice job to do creatively. It would be an outlet for my creative side which banking and HR hasn't given me. I have children of my own and the school year helps. I'm not going to have to think 'what am I going to do for six weeks in the summer?' I am going to be able to spend time with my own children as well.

Data excerpt 4: I worked abroad in French speaking countries, I speak fluent French and I saw the drive to get primary schools having foreign languages. That was something I really wanted to be a part of. It was really contributing rather than just making profits, which was a big factor and I've got three young children so family and work / life balance was a big issue and really that was more important than money... I'd earn a bit less but I'd get a good balance on that. And interest. I was sort of groaning about my old job. It was too easy and a bit boring and I relished the idea of getting my brain going again... So it was interests as well, and stimulation... I couldn't do with just sitting in front of a computer, I needed to be on my feet, moving around, interacting, the whole of stimulation of that really.

Data excerpt 5: When I started working as a support assistant in schools with children who didn't really speak English, I would tell them a story or show them pictures in a book to talk about, just to see a spark, and I thought I want the knowledge, I want something more, I want to be able to give them more. And I got to the point with being a support assistant that it wasn't enough, it's not very good pay, and I was on the maximum which was 8k and you can't buy a house or get a mortgage on that.