Professional Learning and Development for Teacher Aides Working to Support Students with Challenging Behaviour: What Are the Needs? What Works? A Review of the Literature

Autor/in	Leslie, Andree
Titel	Professional Learning and Development for Teacher Aides Working to Support Students with Challenging Behaviour: What Are the Needs? What Works? A Review of the Literature
Quelle	In: Kairaranga, 19 (2018) 2, S.47-53 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Professional Development; Teacher Aides; Behavior Problems; Student Behavior; Educational Needs; Experiential Learning; Demonstrations (Educational); Feedback (Response); Coaching (Performance); Intervention; Foreign Countries; Classroom Techniques; Program Effectiveness; New Zealand + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Student behaviour; Schülerverhalten; Educational need; Bildungsbedarf; Experiental learning; Erfahrungsorientiertes Lernen; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Ausland; Klassenführung; Neuseeland
Abstract	The role of teacher aides (TAs)1 has increased in complexity and includes working to support students with challenging behaviour. This review examines the professional learning and development (PLD) needs of TAs who work with students with challenging behaviour and the types of PLD which are effective. TAs feel underprepared for behaviour work and want PLD which teaches specific behaviour strategies, is practical, hands-on and which can be translated into real-world contexts. Effective PLD focuses on specific interventions, is taught using modelling demonstrations, and gives TAs opportunities to practise skills and to receive feedback. In combination with practical demonstrations and performance feedback, follow-up training and coaching increases the fidelity with which behaviour interventions are implemented. PLD which aligns with the real needs of TAs, is delivered using accepted learning designs and which is sufficiently resourced is more likely to be effective. This paper examines some models of PLD which are effective. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01