Building successful partnerships between teaching assistants and teachers
Which interpersonal factors matter
Bibliographic Data
| ID | 12084955 |
|---|---|
| Authors | Andrea Jardí (0000-0002-1649-7555, Universitat de Barcelona, corresponding author), Rob Webster (0000-0003-1416-4439, University College London), Cristina Petreñas (0000-0001-8083-2154, Universitat de Lleida), Ignasi Puigdellívol Aguadé (0000-0001-9038-2556, Universitat de Barcelona), Ignasi Puigdellívol |
| Year | 2021 |
| Volume | 109 |
| Pages | 103523-103523 |
| Publication date | 2021-10-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2021.103523 |
| OpenAlex | W3205004762 |
| Language | EN |
| Citations received | 7 |
| References cited | 37 |
This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects such as personal affinity, professional compatibility, open communication, a sense of belonging to a class-group, and teamwork, as additionally important for successful partnerships. The findings provide insight into how schools can support the development of effective TA-teacher partnerships. Implications are discussed
Class (philosophy · Feeling · Interpersonal communication · Interpersonal relationship · Management · Mathematics education · Pedagogy · Teamwork · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Psychology · Social Psychology · Teacher Education and Leadership Studies
Del Apoyo dentro del Aula a la Codocencia
The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain)
Stakeholders’ views of the role of teacher assistants in inclusive education
School assistants’ experiences of belonging
Autistic students speak about their experience with their one-to-one teaching assistants in general high schools
Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation
It gave me a new meaning as a teacher
Co-Teaching in Inclusive Classrooms
Interprofessional teamwork
Interrater reliability
Beyond Firo-B—Three New Theory-Derived Measures—Element B
Multiperspectival designs and processes in interpretative phenomenological analysis research
Collaborative classroom practice for inclusion
Teacher assistant support and deployment in mainstream schools
Allied educators (learning and behavioural support) in Singapore's mainstream schools
Teacher assistants’ roles in Catalan classrooms
Co-teaching in inclusive classes
Committing, engaging and negotiating
Achieving symbiosis
Coteaching as a model for preservice secondary science teacher education
Working with teaching assistants
Qualitative Studies in Special Education
| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |