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

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posted on 2011-06-01, 11:07 authored by Hilary Burgess, Ann Shelton Mayes
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.

History

Citation

Support for Learning, 2009, 24 (1), pp. 19-25.

Published in

Support for Learning

Publisher

Blackwell (Wiley & Sons)

issn

0268-2141 (Print);1467-9604 (Online)

Copyright date

2009

Available date

2011-06-01

Publisher version

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9604.2009.01393.x/abstract

Language

en

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