Search results for: Assistance
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‘New Partnerships for Learning’: teachers and teaching assistants working together in schools – the way forward.
The article described a professional program, aimed at equipping teachers with the skills needed to work with teaching assistants. The research was aimed to explore the opinions of teachers as to the personal skills, attributes and training required to enhance a changing professional relationship. It reports on variable training opportunities; variations in needs, aspirations, roles and responsibilities of teaching assistants; unevenness of resourcing and remuneration; and tensions between leadership and partnership practice.
Updated: Sep. 21, 2008
The Perceived Significance of the Supervisor, the Assistant, and Parents for Career Development of Beginning Kindergarten Teachers
The study conducted in Israel, explores the beginner kindergarten teachers and their experiences and career issues. Based on semi-structures interviews, with 15 Israeli kindergarten teachers, the teachers' determinants factors were much similar to their counterparts in the school system, except for three parts: the assistant, the supervisor and the parents. Those where to have much influence, either positive or negative, on beginning kindergarten teachers’ task accomplishment, success and well-being.
Updated: Jun. 17, 2008
A comparative analysis reveals that assistance and assessment can coexist. Participating in assessment and evaluation did not prevent mentors from forming trustworthy relationships, although it sometimes made that more challenging. In both programs mentors were highly regarded teachers, carefully chosen, with extensive professional expertise. They earned respect by establishing credibility as useful support providers. Mentors addressed novices’ concerns, but they also assessed how new teachers were meeting students’ learning needs. In both programs, new teachers set professional goals and were expected to demonstrate progress towards those goals.
Updated: Mar. 09, 2008