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An exploration of higher level teaching assistants' perceptions of their training and development in the context of school workforce reform

Burgess, Hilary and Shelton Mayes, Ann (2009). An exploration of higher level teaching assistants' perceptions of their training and development in the context of school workforce reform. Support for Learning, 24(1) pp. 19–25.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/j.1467-9604.2009.01393.x
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Abstract

This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England.

Item Type: Journal Article
Copyright Holders: 2009 The Authors
ISSN: 0268-2141
Keywords: teaching assistants; training; classroom support; continuing professional development
Academic Unit/Department: Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 13179
Depositing User: Hilary Burgess
Date Deposited: 17 Feb 2009 20:36
Last Modified: 23 Oct 2012 19:27
URI: http://oro.open.ac.uk/id/eprint/13179
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