Please use this identifier to cite or link to this item:
|Title:||Supporting the professional development of teaching assistants: classroom teachers’ perspectives on their mentoring role|
Shelton Mayes, Ann
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||The Curriculum Journal, 2007, 18(3), pp. 389-407.|
|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.|
|Rights:||© 2007 British Curriculum Foundation|
|Description:||Full text of this article is not available from the LRA.|
|Appears in Collections:||Published Articles, School of Education|
Files in This Item:
There are no files associated with this item.
Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.