Groom, B. (2006) Building relationships for learning: the developing role of the teaching assistant. Support for Learning. 21(4), pp. 199-203. 1467-9604.
| Item Type: | Article |
|---|---|
| Abstract: | Over the last ten years the role of the teaching assistant has undergone continued change and development. This article identifies many of the different contexts in which teaching assistants support behaviour for learning and further explores some of the challenges raised by workforce remodelling. Barry Groom argues that this could be an opportunity for reinforcing on the skills and attributes teaching assistants have already demonstrated in supporting pupil behaviour and for providing a sustainable framework for continuing professional development |
| Additional Information: | RAE2008 UoA45 |
| Uncontrolled Keywords: | teaching assistants, inclusion, relationships for learning, workforce remodeling, extended schools, continuing professional development |
| Subjects: |
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators L Education > LB Theory and practice of education > LB2832 Teaching personnel |
| Creators: | Groom, Barry |
| Faculties, Divisions and Institutes: | University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities |
| Date: | 1 November 2006 |
| Date Type: | Publication |
| Page Range: | pp. 199-203 |
| Journal or Publication Title: | Support for Learning |
| Volume: | 21 |
| Number: | 4 |
| Language: | English |
| ISSN: | 1467-9604 |
| Status: | Published / Disseminated |
| Refereed: | Yes |
| Related URLs: | |
| URI: | http://nectar.northampton.ac.uk/id/eprint/118 |
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