Scaffolding as a Key Role for Teaching Assistants: Perceptions of Their Pedagogical Strategies

Autor/inn/en	Bowles, David; Radford, Julie; Bakopoulou, Ioanna
Titel	Scaffolding as a Key Role for Teaching Assistants: Perceptions of Their Pedagogical Strategies
Quelle	In: British Journal of Educational Psychology, 88 (2018) 3, S.499-512 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radford, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12197
Schlagwörter	Scaffolding (Teaching Technique); Special Needs Students; Inclusion; Teaching Methods; Elementary School Students; Teacher Student Relationship; Learning Processes; Teacher Aides + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Handreichung; Lehrerhilfe
Abstract	Background: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. Aims: To explore TAs' perceptions about their use of inclusive pedagogical strategies. Sample: The study involved eleven TAs in two mainstream primary schools. Methods: The TAs were interviewed face to face to explore their views about inclusive pedagogical strategies. The data were analysed using thematic analysis. Results: TAs were clear about the strategies they use to offer emotional and relational support to children. There were some gaps, however, in their knowledge about how children learn, specifically in terms of transferring responsibility for learning onto children. Conclusion: The study advances understanding of scaffolding from a TA perspective and highlights the importance of training TAs in scaffolding theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01