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.
| Item Type: | Article |
|---|---|
| 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: |
L Education > LB Theory and practice of education > LB2832 Teaching personnel L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators |
| Creators: | Burgess, H and Shelton Mayes, Ann |
| Faculties, Divisions and Institutes: | University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities |
| 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 |
| URI: | http://nectar.northampton.ac.uk/id/eprint/1976 |
Actions (login required)
 |
Edit Item |
Altmetric
Altmetric
Altmetric