Using the Wider Pedagogical Role Model to Establish Learning Support Assistants' Views about Facilitators and Barriers to Effective Practice

Autor/inn/en	Cockroft, Charlotte; Atkinson, Cathy
Titel	Using the Wider Pedagogical Role Model to Establish Learning Support Assistants' Views about Facilitators and Barriers to Effective Practice
Quelle	In: Support for Learning, 30 (2015) 2, S.88-104 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12081
Schlagwörter	Foreign Countries; Role Models; School Support; Teaching Assistants; Training; Facilitators (Individuals); Barriers; Educational Practices; Focus Groups; Primary Education; Data Analysis; Employment Practices; Program Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Identifikationsfigur; Schulförderverein; Ausbildung; Bildungspraxis; Primarbereich; Auswertung; Berufspraxis; Programmplanung
Abstract	This article reports on small-scale research exploring the views of learning support assistants (LSAs) about facilitators and barriers to effective practice. A focus group was conveyed involving all the LSAs working in one mainstream primary school in the north-west of England and thematic analysis was used to interrogate the resultant dataset. The Wider Pedagogical Role (WPR) model (Webster et?al., 2011) was used as a deductive framework to conceptualise these findings under the headings of practice, deployment, conditions of employment, preparedness and characteristics. Findings revealed that LSAs could readily identify current facilitators and barriers under each of the five components, highlighting the usefulness of the WPR model. Possibilities for future research, including the refinement and further development of the WPR, are briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01