Burgess, H. and Shelton Mayes, A. (2009) An exploration of higher level teaching assistants’ perceptions of their training and development in the context of school workforce reform. Support for Learning. 24(1), pp. 19-25. 1467-9604.
- Information
Information
Abstract:
This paper reports on teaching assistants’ perceptions
of the Phase 1 Higher Level Teaching Assistant (HLTA)
training programme and the match to their changing
role in classroom support, and suggests resulting issues
for the design and delivery of HLTA training programmes.
It explores what impact undertaking the
training and gaining HLTA professional status has had
upon the school activities undertaken by the teaching
assistants and their relationships with other members of
staff within the school. Finally, it suggests emerging
issues for the involvement of staff with HLTA professional
status in classrooms in the context of the
Schools’ Workforce Reform in England.
Uncontrolled Keywords:
teaching assistants, training, classroom
support, continuing professional development
Subjects:
Creators:
Burgess, H. and Shelton Mayes, A.
Faculties, Divisions and Institutes:
Date:
1 January 2009
Date Type:
Publication
Page Range:
pp. 19-25
Journal or Publication Title:
Support for Learning
Volume:
24
Number:
1
Language:
English
ISSN:
1467-9604
Status:
Published / Disseminated
Refereed:
Yes
 |