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An exploration of higher level teaching assistants’ perceptions of their training and development in the context of school workforce reform

By Hilary Burgess and Ann Shelton Mayes

Abstract

This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England

Topics: teaching assistants, training, classroom support, continuing professional development
Publisher: Blackwell (Wiley & Sons)
Year: 2009
DOI identifier: 10.1111/j.1467-9604.2009.01393.x
OAI identifier: oai:lra.le.ac.uk:2381/9402
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