Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/9402
Title: An exploration of higher level teaching assistants’ perceptions of their training and development in the context of school workforce reform
Authors: Burgess, Hilary
Shelton Mayes, Ann
First Published: Feb-2009
Publisher: Blackwell (Wiley & Sons)
Citation: Support for Learning, 2009, 24 (1), pp. 19-25.
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.
DOI Link: 10.1111/j.1467-9604.2009.01393.x
ISSN: 0268-2141 (Print)
1467-9604 (Online)
Links: http://hdl.handle.net/2381/9402
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9604.2009.01393.x/abstract
Type: Article
Rights: This is the authors' final version of the paper published as Support for Learning, 2009, 24 (1), pp. 19-25.. The definitive published version is available from the publisher's website at: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9604 ; DOI: 10.1111/j.1467-9604.2009.01393.x
Appears in Collections:Published Articles, School of Education

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