Impact of Training on Change in Practice for Education Assistants in a Group of International Private Schools in Hong Kong

Autor/inn/en	Rose, Richard; Forlin, Chris
Titel	Impact of Training on Change in Practice for Education Assistants in a Group of International Private Schools in Hong Kong
Quelle	In: International Journal of Inclusive Education, 14 (2010) 3, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Teaching (Occupation); Private Schools; International Schools; Focus Groups; Interviews; Role; Foreign Countries; Paraprofessional School Personnel; Staff Development; Teacher Aides; Self Esteem; Attitude Measures; Inclusive Schools; Special Needs Students; Disabilities; Mainstreaming; Hong Kong + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Private school; Privatschule; International school; Internationale Schule; Interviewing; Interviewtechnik; Rollen; Ausland; Personnel development; Personalentwicklung; Handreichung; Lehrerhilfe; Self-esteem; Selbstaufmerksamkeit; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Hongkong
Abstract	This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recorded through survey and focus group interviews and discussed alongside international literature in the area of classroom support and inclusive schooling. The paper concludes that the provision of training was successful in meeting education assistants' expectations and in increasing personal confidence and raising self-esteem, but that they face many challenges if their learning is to be applied. The research further reveals that education assistants within Hong Kong schools lack clarity in their role and a narrow understanding of how they may be most appropriately utilised within schools has led to a limiting of their deployment. Implications for training providers and the teaching profession are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10