Knowing Nurture: Experiences of Teaching Assistants for Children with SEBD

Autor/in	Syrnyk, Corinne
Titel	Knowing Nurture: Experiences of Teaching Assistants for Children with SEBD
Quelle	In: British Journal of Special Education, 45 (2018) 3, S.329-348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12234
Schlagwörter	Teacher Aides; Antisocial Behavior; Emotional Problems; Behavior Problems; Mental Disorders; Teacher Attitudes; Elementary School Students; Elementary School Teachers; Empathy; Resilience (Psychology); Individual Characteristics; Experiential Learning; Knowledge Level; Role; Teamwork; Student Needs; Special Schools + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Mental illness; Geisteskrankheit; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Empathie; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Experiental learning; Erfahrungsorientiertes Lernen; Wissensbasis; Rollen; Special school; Sonderschule
Abstract	While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary school for children with SEMH. TAs were canvassed for their perceptions of their pedagogical ethos, characteristics and training. Similarly, classroom teachers and managers were also surveyed for their perceptions. Results show that TAs demonstrate a sound understanding of the nurture approach; value the traits of empathy, resilience and patience; and place high value on experiential learning for training. Teachers were found to prioritise knowledge for the TA role, while TAs emphasised pupil support and teamwork. Issues of role parity and relationships are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01