Voices from the classroom: An exploration of the perceptions of teaching assistants

This thesis was submitted for the degree of Education Doctorate awarded by Brunel University.On 13 September 2012 this thesis was published in book format by Lambert Academic Publishing under the title Voices from the classroom: An exploration of the perceptions of teaching assistants in primary, secondary and special schools. The book is available from the publishers and through other book outlets.This research gave voice to teaching assistants, exploring their experiences and perceptions, in terms of their backgrounds, roles and responsibilities, experiences whilst studying on an NVQ programme, support from their schools, their aspirations and the progression routes available to them. A small-scale phenomenological study approach was adopted, aimed to interpret and explain human actions and thought through descriptions, capturing first person accounts. Qualitative data was collected from focus group interviews. The research found that the main entry route into the role of teaching assistant was that of parent-helper at the school their child(ren) attended. Previous employment was varied, however, previous skills and experience was not drawn upon or utilised by the schools. Differences in job titles were not reflected by the roles performed by the participants. Support from their schools for undertaking qualifications was limited and participants had little knowledge of progression routes available to them. The research concluded that there is a need for a transparent career structure, which indicates levels of responsibility. Linked to this should be nationally recognised qualifications, which every member of support staff would have to gain, at the appropriate level for the role they fulfil. Wages should reflect the roles and associated qualifications, bringing about a clearer picture of the job of ‘teaching assistant’

The Voices of Teaching Assistants (are we value for money?)

There has been a significant increase in the number of teaching assistants (TAs), employed by schools in England: from 60,600 full-time (FTE) assistants in 1997 (TDA, 2008) to almost 160,000 in 2010. These figures mean that TAs make up nearly one third of the school workforce. Factors contributing to this increase include the implementation of the National Literacy and Numeracy Strategies (DfES, 1998, 1999), the ‘Raising Standards and Tackling Workload' agreement (DfES, 2003), the wider inclusion in mainstream schools of pupils with special educational needs and the requirement of schools to provide extended provision (Ofsted, 2010) in the form of breakfast and after-school clubs.Ofsted (2010) reported that TAs commonly worked with lower-attaining pupils or those most likely to disrupt the lesson. These were also the pupils likely to be withdrawn from classes for specific intervention programmes. As a result, lower-attaining pupils spent considerably less time than other pupils being taught by a qualified teacher

Reflective questions, self-questioning and managing professionally situated practice

Reflective self-questioning arises within the work-place when people are confronted with professional problems and situations. This paper focuses on reflective and ‘situated reflective' questions in terms of self-questioning and professional work-place problem solving. In our view, the situational context, entailed by the setting, social and personal/individual perspectives, is interactional. The supporting empirical data is drawn from our work with two groups in their tertiary phase of education: professional trainers within a large corporate organisation and para-professionals within a large college system; each embraces phenomenological principles. The discussions of situated reflective practice (SRP) entail those circumstances where change is visited upon the individual by forces outside their immediate control. The positive sense of SRP is that it can prepare an individual for anticipated change, and is therefore considered a method of change management. The situation acts as a catalyst for the thought

Voices from the classroom : an exploration of the perceptions of teaching assistants

This research gave voice to teaching assistants, exploring their experiences and perceptions, in terms of their backgrounds, roles and responsibilities, experiences whilst studying on an NVQ programme, support from their schools, their aspirations and the progression routes available to them. A small-scale phenomenological study approach was adopted, aimed to interpret and explain human actions and thought through descriptions, capturing first person accounts. Qualitative data was collected from focus group interviews. The research found that the main entry route into the role of teaching assistant was that of parent-helper at the school their child(ren) attended. Previous employment was varied, however, previous skills and experience was not drawn upon or utilised by the schools. Differences in job titles were not reflected by the roles performed by the participants. Support from their schools for undertaking qualifications was limited and participants had little knowledge of progression routes available to them. The research concluded that there is a need for a transparent career structure, which indicates levels of responsibility. Linked to this should be nationally recognised qualifications, which every member of support staff would have to gain, at the appropriate level for the role they fulfil. Wages should reflect the roles and associated qualifications, bringing about a clearer picture of the job of ‘teaching assistant’.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Reflectivity, reflexivity and situated reflective practice

This paper describes an aspect of reflective practice referred to as ‘Situated Reflective Practice’ (SRP). The overarching theory is derived from social theories of structuration and reflexivity. In particular, from Giddens’s (1984) theory of structuration, this sees social life as interplay of agency and structure. Discussion of the research reported here centres on the nature of such situated reflection, considers related literature and presents the data collected in a recent small-scale study. The original purpose of the research was to explore the perceptions of corporate trainers on a course for Preparing to Teach in the Lifelong Learning Sector (PTLLS). As a result of this research the concept of Situated Reflective Practice was generated. It is argued that here exist some situations where a person will find themselves in a position over which they have little control, avoidance or veto. The major conclusion of this study was that key interview themes enabled the delineation of a series of five characteristics representing increasing structural distance in space and time between the reflective practitioner and the professional situation in which they work

Are Science Teachers Immune to Reflective Practice?

This chapter discusses the apparent tension between science and reflective practice. The tension occurs when a scientist embarks on a training programme, or engages in professional development, in which reflective practice is an inherent part. We offer a new model of reflective practice referred to as Situated Reflective Practice (SRP) along with a range of strategies that assist reflective practice in groups

Achieving your Diploma in Education and Training

This book supports the Level 5 Diploma in Education and Training for anyone training to teach in the furhter education and skills sector