A systematic literature review on how training and professional development activities impact on teaching assistants' classroom practice (1988-2006)
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, (2007)Abstract
The results of the present in-depth review point to one clear conclusion: TA training is patchy and its impact is little understood. Policy on training for TAs has not been co-ordinated despite significant policy developments in recent years. Programmes exist in the UK, USA and elsewhere but these have grown in relatively unco-ordinated ways despite initiatives such as the Specialist Teaching Assistant (STA) programme in the UK and No Child Left Behind (NCLB) criteria in the USA. Where available, training programmes (such as the STA programme in the UK) are reported to be effective in raising awareness, in developing TAs’ confidence and subject knowledge, as well as their instructional skills. Exactly how such impacts are achieved is not clear. While training of TAs is needed we require stronger evidence from new studies as to what forms of training work well and why.