Crossing the Line: Constructs of TA Identity

Autor/inn/en	Geeson, Rebecca; Clarke, Emma
Titel	Crossing the Line: Constructs of TA Identity
Quelle	In: Pastoral Care in Education, 41 (2023) 2, S.245-261 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2022.2032813
Schlagwörter	Foreign Countries; Teaching Assistants; Elementary Schools; Professional Identity; Teacher Role; Role Perception; Classroom Techniques; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Lehrerrolle; Role conception; Rollenverständnis; Klassenführung
Abstract	This paper considers issues around identity for teaching assistants (TAs) in mainstream English primary schools. We discuss the concomitant problems TAs experience around role definition and role-creep as well as the challenges inherent in equivocally defining their evolving and flexible role. We used key themes drawn from the literature considered to suggest that professional identity is broadly socially, relationally and contextually dependent, changeable and multifaceted. We then explore how these terms relate to the work and roles TAs undertake in school. The paper concludes with recommendations for schools to support the development of a contextually relevant identity for TAs so the flexibility in their role can be advantageous for TAs, teachers and children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01