Scaffolding as a key role for teaching assistants
Perceptions of their pedagogical strategies
Bibliographic Data
| ID | 9614610 |
|---|---|
| Authors | David Bowles (0000-0002-1897-0764, London Borough of Barking and Dagenham London UK), D Richard Bowles (Barking and Dagenham College), Jason Radford (0000-0002-5578-7088, Psychology and Human Development UCL Institute of Education UK, corresponding author), Ioanna Bakopoulou (0000-0003-3170-1443, School of Education University of Bristol UK) |
| Year | 2018 |
| Volume | 88 |
| Issue | 3 |
| Pages | 499-512 |
| Publication date | 2018-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12197 |
| PMID | 29152714 |
| OpenAlex | W2769197468 |
| Language | EN |
| Citations received | 9 |
| References cited | 14 |
BACKGROUND: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. AIMS: To explore TAs' perceptions about their use of inclusive pedagogical strategies. SAMPLE: The study involved eleven TAs in two mainstream primary schools. METHODS: The TAs were interviewed face to face to explore their views about inclusive pedagogical strategies. The data were analysed using thematic analysis. RESULTS: TAs were clear about the strategies they use to offer emotional and relational support to children. There were some gaps, however, in their knowledge about how children learn, specifically in terms of transferring responsibility for learning onto children. CONCLUSION: The study advances understanding of scaffolding from a TA perspective and highlights the importance of training TAs in scaffolding theory
Face (sociological concept) · Mainstream · Mathematics education · Medical education · Pedagogy · Perception · Perspective (graphical) · Qualitative research · Sociology · Thematic analysis · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Medicine · Psychology · Teacher Education and Leadership Studies
Scaffolding by Learning Support Assistants for Students with Autism
Earning Your Way into General Education
Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School
Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools
Oral language enrichment in preschool improves children's language skills
The relative significance of contextual, process and individual factors in the impact of learning and support assistants on the inclusion of students with SEN
Unpacking High School Students’ Motivational Influences in Project-Based Learning
The classroom deployment of teaching assistants in England
Classroom assistant roles and deployment models
| Citations per year | 3 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |