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Exploring the work and learning stories of para‐teachers in a college for further education in E ngland
Author(s) -
McLachlan Benita
Publication year - 2014
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12059
Subject(s) - psychology , curriculum , feeling , vocational education , work (physics) , confusion , intervention (counseling) , pedagogy , mathematics education , medical education , social psychology , medicine , engineering , psychoanalysis , mechanical engineering , psychiatry
This paper reports findings from a research project which developed and introduced the E nhanced L earning S upport A ssistant P rogramme ( ELSAP ). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in E ngland. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in E ngland. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in.