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2022-01

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cc-by-nc-nd (c) Jardí et al., 2022
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/182640

Building successful partnerships between Teaching Assistants and Teachers: Which interpersonal factors matter?

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https://doi.org/10.1016/j.tate.2021.103523

Abstract

This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects such as personal affinity, professional compatibility, open communi- cation, a sense of belonging to a class-group, and teamwork, as additionally important for successful partnerships. The findings provide insight into how schools can support the development of effective TA- teacher partnerships. Implications are discussed.

Subject

Educació inclusiva, Mestres d'educació infantil, Mestres, Relacions humanes

Subject (English)

Inclusive education, Preschool teachers, Elementary school teachers, Interpersonal relations

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Articles publicats en revistes (Didàctica i Organització Educativa)

Citation

JARDÍ, Andrea, et al. Building successful partnerships between Teaching Assistants and Teachers: Which interpersonal factors matter?. Teaching and Teacher Education. 2022. Vol. 109, num. 103523. ISSN 0742-051X. [consulted: 9 of August of 2026]. Available at: https://hdl.handle.net/2445/182640

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