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Supporting the professional development of teaching assistants: classroom teachers' perspectives on their mentoring role

Burgess, Hilary and Shelton Mayes, Ann (2007). Supporting the professional development of teaching assistants: classroom teachers' perspectives on their mentoring role. Curriculum Journal, 18(3) pp. 389–407.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/09585170701590056
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Abstract

The training of teaching assistants in the UK is undergoing considerable change linked to workforce reform in primary schools. This article examines the role that class teachers play as mentors in the training of teaching assistants on two types of programmes operating in England leading to Higher Level Teaching Assistant Professional Status. It considers the qualities required for mentoring teaching assistants compared to mentoring trainee teachers. The views and perspectives of a group of thirty-four school teachers who have carried out a mentor role for both a trainee primary teacher and a primary teaching assistant are analysed. The research aims to identify the common skills, strategies and approaches used by the school-based mentors and identify the perceived tensions and challenges facing these mentors.

Item Type: Journal Article
ISSN: 0958-5176
Keywords: Mentoring; Primary school teaching assistants; Professional development; Trainee teachers; Workforce reform
Academic Unit/Department: Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 9575
Depositing User: Hilary Burgess
Date Deposited: 01 Oct 2007
Last Modified: 02 Dec 2010 20:04
URI: http://oro.open.ac.uk/id/eprint/9575
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