Developing the scaffolding practices of teaching assistants: A continuing professional development model

Conference paper


Bosanquet, P. 2013. Developing the scaffolding practices of teaching assistants: A continuing professional development model. UEL Research and Knowledge Exchange Conference 2013. University of East London, London 26 Jun 2013 London University of East London.
AuthorsBosanquet, P.
TypeConference paper
Abstract

This presentation reports on the continuing professional development (CPD) implications of the findings of a research project which used applied conversation analysis to build theory and make recommendations for improving policy and practice in relation to pupils’ literacy learning (Bosanquet, 2012). The purpose of the research was to explore the learning experiences of pupils during literacy intervention sessions in primary schools, by examining the moment-by-moment interactions between teaching assistants (TAs) and pupils. The numbers of TAs in mainstream schools in England has risen dramatically in the past 15 years, and is reflected in other countries in Europe and further afield (Giangreco and Doyle, 2007). TAs have taken increasing responsibility for teaching and learning, including the teaching of intervention sessions aimed at supporting those pupils not making expected progress. It is argued that the effectiveness of any intervention is reliant on the moment-by-moment interactions, as social-constructivist theory indicates that it is in these interactions that shared meaning is negotiated and scaffolding provided. However, there has been a lack of research into how this occurs in the interactions between TAs and pupils.

Keywordsclassroom discource; teachning assistants; scaffolding; literacy
Year2013
ConferenceUEL Research and Knowledge Exchange Conference 2013
PublisherUniversity of East London
Publisher's version
License
CC BY-ND
File
License
CC BY-ND
Publication dates
Print26 Jun 2013
Publication process dates
Deposited08 Jul 2013
Place of publicationLondon
Permalink -

https://repository.uel.ac.uk/item/85www

  • 5
    total views
  • 12
    total downloads
  • 1
    views this month
  • 2
    downloads this month

Related outputs

The principles of scaffolding
Bosanquet, P. 2015. The principles of scaffolding. in: The Teaching Assistant’s Guide to Effective Interaction Routledge.
Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs
Radford, Julie, Bosanquet, P., Webster, Rob and Blatchford, Peter 2014. Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and Instruction. 36 (Apr.), pp. 1-10.
Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants
Radford, Julie, Bosanquet, P., Webster, Rob, Blatchford, Peter and Rubie-Davies, Christine 2014. Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research. 63, pp. 116-126.
Turn taking, repair and topic practices in teaching assistant led literacy intervention sessions
Bosanquet, P. 2012. Turn taking, repair and topic practices in teaching assistant led literacy intervention sessions. PhD Thesis Institute of Education, University of London Department of Psychology and Human Development