How Do Teaching Assistants View Their Role in Managing Behaviour and Cultivate Their Learning and Understanding in Relation to Managing Behaviour?

Autor/inn/en	Clarke, Emma; Visser, John
Titel	How Do Teaching Assistants View Their Role in Managing Behaviour and Cultivate Their Learning and Understanding in Relation to Managing Behaviour?
Quelle	In: Teacher Education Advancement Network Journal, 9 (2017) 1, S.66-79 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Teacher Aides; Elementary School Teachers; Teacher Attitudes; Role Perception; Helping Relationship; Children; Student Behavior; School Policy; Expectation; Classroom Techniques; School Culture; Communities of Practice + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Role conception; Rollenverständnis; Helfende Beziehung; Child; Kind; Kinder; Student behaviour; Schülerverhalten; Schulpolitik; Expectancy; Erwartung; Klassenführung; Schulkultur; Schulleben; Community
Abstract	This paper will consider how teaching assistants' (TAs') roles are changing from the historical 'mum's army' (Bach Kessler & Heron, 2006) of paint-pot washers, as some considered it pre-national curriculum, to the developing conception of the TA as a 'paraprofessional'. Contemporary issues arising from the loosely defined current expectations of TAs' wider pedagogical role will also be discussed. Consideration will be given to how and why managing behaviour has become an expectation and a necessity for TAs in their current deployment in schools, and why learning about managing behaviour differs for TAs and teachers. Additionally, the paper will reflect on the specific challenges facing TAs in managing behaviour. How TAs learn from each other in communities of practice, as well as from teachers and senior leaders, will be explored. Furthermore, how behaviour policies and policy implementation generally can influence TAs' opportunities to promote their own learning will be reviewed. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01