Jardí, AndreaWebster, RobPetreñas Caballero, CristinaPuigdellívol, Ignasi2022-01-252022-01-252022-010742-051Xhttps://hdl.handle.net/2445/182640This 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.11 p.application/pdfengcc-by-nc-nd (c) Jardí et al., 2022https://creativecommons.org/licenses/by-nc-nd/4.0/Educació inclusivaMestres d'educació infantilMestresRelacions humanesInclusive educationPreschool teachersElementary school teachersInterpersonal relationsinfo:eu-repo/semantics/article7173512022-01-25info:eu-repo/semantics/openAccess