Brown, J. and Devecchi, C. (2013) The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. 39(3), pp. 369-386. 1941-5265.
- Information
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Abstract:
This paper draws from a study into the impact of training for teaching assistants (TAs), additional adults deployed to support children and teachers, in one urban local educational authority in England. The objectives of the study, commissioned by the local educational authority, were to identify training and professional development for TAs and to determine the impact of training on children’s
achievement and TAs’ professionalism so as to inform future strategy for the content and delivery of continuing professional development for TAs. The evidence gathered through questionnaires and interviews suggests that the training is varied, localised and dependent on in-school factors. Furthermore, while training has the greatest impact on the personal sense of achievement of TAs, it seems to have little or no impact on their career progression, pay and job recognition. With regard to the impact on children’s learning, TAs and line managers are positive about the effectiveness of training; however, lack of systematic monitoring and accountability are barriers to TAs’ career progression and effective deployment. Despite the good intention of past reforms, the evidence shows that the training for TAs is still ‘a patchwork quilt of provision … about which there is continued and serious concern’ (Cajkler et al. 2006, p. 30).
Uncontrolled Keywords:
teaching assistant, professional development, training, workforce reform, future strategy
Subjects:
Creators:
Brown, J. and Devecchi, C.
Publisher:
Routledge, Taylor & Francis
Northamptonshire and East Midlands:
Education, Training and Skills
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > China and Emerging Economies Centre
Research Centres > China and Emerging Economies Centre
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > China and Emerging Economies Centre
Research Centres > China and Emerging Economies Centre
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
2013
Date Type:
Publication
Page Range:
pp. 369-386
Journal or Publication Title:
Professional Development in Education
Volume:
39
Number:
3
Language:
English
ISSN:
1941-5265
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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