Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants

Estelle Tarry, Anna Cox

Research output: Contribution to JournalArticle

Abstract

With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts, COBIS and the University of Northampton provided a Professional Development Programme for TAs working in British international schools. The 2-day event took place in a European city, with participants from three further European cities. The impact of this training on subsequent professional practice was investigated. An initial questionnaire was completed at the conference, and follow-up questionnaires were distributed at 6 weeks, post-event. Responses came from participants and from head teachers of the British international schools in which they worked. This paper focuses upon issues of inclusion, which arose from the feedback received, both during the event and afterwards. Group discussions during the event revealed concern among the group that they had insufficient knowledge to provide the level of inclusion support that they felt should be available. Data from the questionnaires provided more detail about these issues and allowed some first conclusions to be drawn, providing further focus and direction for subsequent training for international school TAs.
Original languageEnglish
Pages (from-to)248-254
Number of pages7
JournalJournal of Research in Special Educational Needs
Volume14
Issue number4
Early online date16 Jul 2013
DOIs
Publication statusPublished - 1 Oct 2014

Fingerprint

assistant
inclusion
Teaching
school
Group
event
questionnaire
school research
group discussion
teacher

Keywords

  • Teaching assistants
  • international schools
  • continuing professional development

Cite this

@article{bfb8b9e9a8534d29a648448d52da69ad,
title = "Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants",
abstract = "With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts, COBIS and the University of Northampton provided a Professional Development Programme for TAs working in British international schools. The 2-day event took place in a European city, with participants from three further European cities. The impact of this training on subsequent professional practice was investigated. An initial questionnaire was completed at the conference, and follow-up questionnaires were distributed at 6 weeks, post-event. Responses came from participants and from head teachers of the British international schools in which they worked. This paper focuses upon issues of inclusion, which arose from the feedback received, both during the event and afterwards. Group discussions during the event revealed concern among the group that they had insufficient knowledge to provide the level of inclusion support that they felt should be available. Data from the questionnaires provided more detail about these issues and allowed some first conclusions to be drawn, providing further focus and direction for subsequent training for international school TAs.",
keywords = "Teaching assistants, international schools, continuing professional development",
author = "Estelle Tarry and Anna Cox",
year = "2014",
month = "10",
day = "1",
doi = "10.1111/1471-3802.12024",
language = "English",
volume = "14",
pages = "248--254",
journal = "Journal of Research in Special Educational Needs",
issn = "1471-3802",
publisher = "Wiley",
number = "4",

}

TY - JOUR

T1 - Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants

AU - Tarry, Estelle

AU - Cox, Anna

PY - 2014/10/1

Y1 - 2014/10/1

N2 - With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts, COBIS and the University of Northampton provided a Professional Development Programme for TAs working in British international schools. The 2-day event took place in a European city, with participants from three further European cities. The impact of this training on subsequent professional practice was investigated. An initial questionnaire was completed at the conference, and follow-up questionnaires were distributed at 6 weeks, post-event. Responses came from participants and from head teachers of the British international schools in which they worked. This paper focuses upon issues of inclusion, which arose from the feedback received, both during the event and afterwards. Group discussions during the event revealed concern among the group that they had insufficient knowledge to provide the level of inclusion support that they felt should be available. Data from the questionnaires provided more detail about these issues and allowed some first conclusions to be drawn, providing further focus and direction for subsequent training for international school TAs.

AB - With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts, COBIS and the University of Northampton provided a Professional Development Programme for TAs working in British international schools. The 2-day event took place in a European city, with participants from three further European cities. The impact of this training on subsequent professional practice was investigated. An initial questionnaire was completed at the conference, and follow-up questionnaires were distributed at 6 weeks, post-event. Responses came from participants and from head teachers of the British international schools in which they worked. This paper focuses upon issues of inclusion, which arose from the feedback received, both during the event and afterwards. Group discussions during the event revealed concern among the group that they had insufficient knowledge to provide the level of inclusion support that they felt should be available. Data from the questionnaires provided more detail about these issues and allowed some first conclusions to be drawn, providing further focus and direction for subsequent training for international school TAs.

KW - Teaching assistants

KW - international schools

KW - continuing professional development

U2 - 10.1111/1471-3802.12024

DO - 10.1111/1471-3802.12024

M3 - Article

VL - 14

SP - 248

EP - 254

JO - Journal of Research in Special Educational Needs

JF - Journal of Research in Special Educational Needs

SN - 1471-3802

IS - 4

ER -