Pupil Voice and Teaching Assistants
Researching the pupil voice: what makes a good teaching assistant?
CorrespondenceKen BlandUniversity of NorthamptonBoughton Green RoadNorthampton NN2 7ALUKEmail: Ken.Bland@northampton.ac.uk
Abstract
This article reports on a small‐scale research project concerning the views of pupils on what comprises a good teaching assistant (TA). The study indicates that pupils clearly valued the support given to them by TAs. The pupils outlined the main personal and professional characteristics they wanted to see in, as well as the kinds of support they wanted from, a TA. The implications of these data for schools and for TAs themselves are briefly indicated.
Citing Literature
Number of times cited: 2
- Corinne Syrnyk, Knowing nurture: experiences of teaching assistants for children with SEBD, British Journal of Special Education, 45, 3, (329-348), (2018).
- Shirli Shoyer and Shosh Leshem, Students’ voice: The hopes and fears of student-teacher candidates, Cogent Education, 10.1080/2331186X.2016.1139438, 3, 1, (2016).
