Supporting the professional development of teaching assistants in an international context

Estelle Tarry, Anna Cox

Research output: Contribution to JournalArticlepeer-review


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, postevent. 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
Article number3
Pages (from-to)389-407
Number of pages19
JournalInternational Schools Journal
Issue number1
Publication statusPublished - 5 Nov 2013


  • teaching assistants
  • effective practice
  • international education


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