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

Research output: Contribution to journalArticlepeer-review

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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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