Building successful partnerships between teaching assistants and teachers: which interpersonal factors matter?

Andrea Jardí*, Rob Webster, Cristina Petreñas, Ignasi Puigdellívol

*Corresponding author for this work

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    Abstract

    This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects such as personal affinity, professional compatibility, open communication, a sense of belonging to a class-group, and teamwork, as additionally important for successful partnerships. The findings provide insight into how schools can support the development of effective TA-teacher partnerships. Implications are discussed.

    Original languageEnglish
    Article number103523
    Number of pages11
    JournalTeaching and Teacher Education
    Volume109
    Early online date8 Oct 2021
    DOIs
    Publication statusPublished - 1 Jan 2022

    Keywords

    • collaboration
    • inclusive education
    • paraprofessionals
    • partnership
    • teachers
    • teaching assistants

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