Primary ITT trainees' perceptions of and perspectives on the role of TAs
Benstead, Helen (2021) Primary ITT trainees' perceptions of and perspectives on the role of TAs. Support for Learning, 36 (4). pp. 630-649. ISSN 0268-2141
Item Type: | Article |
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Abstract
This article focuses on exploring initial teacher trainees’ experiences of and perspectives on the role of the Teaching Assistant (TA) in mainstream primary contexts. A backdrop of shrinking school budgets coupled with a ‘mainstream for all’ political agenda are contributing to growing uncertainty about the role of TAs in education. This article presents the results of a small-scale empirical study, involving 75 initial teacher trainees at the University of Cambridge. Trainees’ perspectives regarding the roles/responsibilities that TAs have been seen to undertake and perceptions regarding the impact of the TAs they worked with were ascertained, with the aim of exploring how well current ITT content prepares students for an effective teacher/TA working relationship. Concept modelling was used as an analysis tool, to present visual representations of these perceptions. Trainees emphasised the administrative, pedagogical and pastoral roles that TAs were perceived to undertake and specifically highlighted the perceived ability of TAs to support students displaying needs relating to social, emotional and mental health. The findings highlight that the vague nature of current ITT content in relation to the role of TAs continues to serve as a barrier to students building coherent and consistent understandings of the successful deployment of TAs in English primary contexts.
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Additional Information: ""This is the peer reviewed version of the following article: Benstead, H. (2021) "Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts" in Support for Leanrning, pp. 630-649, which has been published in final form at https://doi.org/10.1111/1467-9604.12384. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited." |
Uncontrolled Keywords: teaching assistant (TA) primary education social inclusion initial teacher training (ITT) social, emotional and mental health needs (SEMH |
Depositing User: Helen Benstead |
Identifiers
Item ID: 13534 |
Identification Number: https://doi.org/10.1111/1467-9604.12384 |
ISSN: 0268-2141 |
URI: http://sure.sunderland.ac.uk/id/eprint/13534 | Official URL: https://nasenjournals.onlinelibrary.wiley.com/doi/... |
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Date Deposited: 25 May 2021 10:49 |
Last Modified: 23 May 2025 14:19 |
Author: |
Helen Benstead
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University Divisions
Faculty of Education and Society > School of EducationSubjects
Education > Primary EducationEducation > Higher Education
Education
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