School-based learning: constraints and limitations in learning from school experience for teaching assistants

Nadia Edmond

doi:10.1080/0260747032000092648

School-based learning: constraints and limitations in learning from school experience for teaching assistants

Nadia Edmond

University of Brighton

Research output: Contribution to journal › Article › peer-review

Abstract

The role and numbers of teaching assistants (TAs) in English schools has grown dramatically in recent years. This is associated with professional development which could give access to Qualified Teacher Status. This part-time, school-based route is consistent with the growth of alternative routes into teaching that are based on an ‘apprenticeship model of teacher training’. This model is consistent with the dominant model of ‘reflective practice’ in teacher training. This study of a cohort of students in their first year of a part-time degree programme for TAs examines the role of experience from constructivist and sociocultural perspectives. It concludes that the TAs’ social context in school has a significant impact on the potential to learn from experience and this needs to be addressed in the design of such programmes.

Original language	English
Pages (from-to)	113-123
Number of pages	11
Journal	Journal of Education for Teaching
Volume	29
Issue number	2
DOIs	https://doi.org/10.1080/0260747032000092648
Publication status	Published - Jul 2003

Bibliographical note

This is an Author's Original Manuscript of an article submitted for consideration in the Journal of Education for Teaching © Taylor & Francis is available online at http://www.tandfonline.com/10.1080/0260747032000092648

Keywords

work-based learning
teaching assistants

Access to Document

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Cite this

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abstract = "The role and numbers of teaching assistants (TAs) in English schools has grown dramatically in recent years. This is associated with professional development which could give access to Qualified Teacher Status. This part-time, school-based route is consistent with the growth of alternative routes into teaching that are based on an {\textquoteleft}apprenticeship model of teacher training{\textquoteright}. This model is consistent with the dominant model of {\textquoteleft}reflective practice{\textquoteright} in teacher training. This study of a cohort of students in their first year of a part-time degree programme for TAs examines the role of experience from constructivist and sociocultural perspectives. It concludes that the TAs{\textquoteright} social context in school has a significant impact on the potential to learn from experience and this needs to be addressed in the design of such programmes.",

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School-based learning: constraints and limitations in learning from school experience for teaching assistants

Abstract

Bibliographical note

Keywords

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