Crossing the line: Constructs of TA Identity

Geeson, R. and Clarke, E. (2022) Crossing the line: Constructs of TA Identity. Pastoral Care in Education. ISSN 0264-3944

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Abstract

This paper considers issues around identity for teaching assistants (TAs) in mainstream English primary schools. We discuss the concomitant problems TAs experience around role definition and role-creep as well as the challenges inherent in equivocally defining their evolving and flexible role. We used key themes drawn from the literature considered to suggest that professional identity is broadly socially, relationally and contextually dependent, changeable and multifaceted. We then explore how these terms relate to the work and roles TAs undertake in school. The paper concludes with recommendations for schools to support the development of a contextually relevant identity for TAs so the flexibility in their role can be advantageous for TAs, teachers and children.

Item Type:	Article
Additional Information:	© 2022 Taylor and Francis. This is an author-produced version of a paper accepted for publication in Pastoral Care in Education. Uploaded in accordance with the publisher's self-archiving policy.
Divisions:	School of Teacher Development
Depositing User:	Users 54 not found.
Date Deposited:	18 Aug 2021 08:14
Last Modified:	28 Jul 2023 02:40
URI:	https://bgro.repository.guildhe.ac.uk/id/eprint/867

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