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

Andrea Jardí; Rob Webster; Cristina Petreñas; Ignasi Puigdellívol

doi:10.1016/j.tate.2021.103523

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 journal › Article › peer-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 language	English
Article number	103523
Number of pages	11
Journal	Teaching and Teacher Education
Volume	109
Early online date	8 Oct 2021
DOIs	https://doi.org/10.1016/j.tate.2021.103523
Publication status	Published - 1 Jan 2022

Keywords

collaboration
inclusive education
paraprofessionals
partnership
teachers
teaching assistants

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2021.103523

1-s2.0-S0742051X21002481-mainFinal published version, 342 KBLicence: CC BY-NC-ND

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title = "Building successful partnerships between teaching assistants and teachers: which interpersonal factors matter?",

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.",

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author = "Andrea Jard{\'i} and Rob Webster and Cristina Petre{\~n}as and Ignasi Puigdell{\'i}vol",

note = "Funding Information: This work was supported by the Spanish Ministry of Education and Vocational Training [grant number: FPU16/00284 and EST18/00695 ]. Publisher Copyright: {\textcopyright} 2021 The Authors",

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AU - Jardí, Andrea

AU - Webster, Rob

AU - Petreñas, Cristina

AU - Puigdellívol, Ignasi

PY - 2022/1/1

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N2 - 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.

AB - 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.

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KW - paraprofessionals

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KW - teachers

KW - teaching assistants

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VL - 109

JO - Teaching and Teacher Education

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ER -

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

Abstract

Keywords

UN SDGs

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