Applying Bernstein’s sociology of pedagogy to teaching assistants’ supportive practices: an exploration

Devecchi, C. (2008) Applying Bernstein’s sociology of pedagogy to teaching assistants’ supportive practices: an exploration. Panel Presentation presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 06 June 2008. (Unpublished)

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Abstract:

There is dearth of pedagogical conceptualisation on the way in which teaching assistants support the inclusion of children with special educational needs. This paper applies Bernstein's sociology to findings from a doctoral study.

Uncontrolled Keywords:

inclusion, teaching assistants, Bernstein

Subjects:

L Education > LC Special aspects of Education > LC1200 Inclusive education
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:

Devecchi, C.

Northamptonshire and East Midlands:

Education, Training and Skills
Employment, Unemployment and the Labour Force

Faculties, Divisions and Institutes:

Date:

2008

Date Type:

Presentation

Event Title:

Kaleidoscope

Event Dates:

06 June 2008

Event Location:

Faculty of Education, University of Cambridge

Event Type:

Conference

Language:

English

Status:

Unpublished

Refereed:

References:

Arnot, M. & Reay, D. (2006a) The framing of performance pedagogies: Pupils perspectives on the control of school knowledge and its acquisition, in: H. Lauder, P. Brown, J. Dillabough & A. H. Halsey (Eds) Education, globalization and social change. Oxford, Oxford University Press). Arnot, M. & Reay, D. (2006b) Power, pedagogic voice and pupil talk. The implications for pupils consultation as transformative practice, in: M. Moore, M. Arnot, J. Beck & H. Daniels (Eds) Knowledge, power and educational reform. Applying the sociology of basil bernstein. London, Routledge), 75-93. Arnot, M. & Reay, D. (2007) A sociology of pedagogic voice: Power, inequality and pupils consultation. Discourse: studies in the cultural politics of education, 28(3), 311-325. Bernstein, B. (1975) Class, codes and control. Volume 3. Towards a theory of educational transmission, (London, Routledge and Kegan Paul). Bernstein, B. (1990) Class, codes and control. Volume iv. The structuring of pedagogic discourse, (London, Routledge). Bernstein, B. (2000) Pedagogy, symbolic control and identity: Theory, research, critique, (revised ed.) (Lanham, Maryland, Rowman & Littlefield). Department for Children, Schools and Families (DCSF) School workforce in England (2007 revised). London: DCFS Department of Education and Skills (DES) (1967) Plowden Report. Children and their Primary Schools.. London: HMSO DfES (Department for Education and Skills) (2003) Raising Standards and Tackling Workload: A National Agreement. London: HMSO Department for Education and Skills (DfES) (2004) Every Child Matters. London, The Stationery Office (TSO). Devecchi, M. C. (2007) Teachers and teaching assistants working together: Inclusion, collaboration, and support in one secondary school. University of Cambridge. Quicke, J. (2003) ‘Teaching assistants: students or servants?’. Forum, Vol. 45, No. 2, 71-74 Teacher Training Agency (TTA) (2005) Building the school team our plans for support staff training and development 2005-06 Report for Teacher Training Agency, London: TTA Teacher Training Agency (TTA) (2006) Developing people to support learning. A skills strategy for the wider school workforce 2006-09. Report for Teacher Training Agency, London: TTA Watkinson, A. (2002) When is a teacher not a teacher? When she is a teaching assistant. Education 3-13, 30(1), 58-65.