This study considered the sources of facilitating experiences and strategies for thesis writing from doctoral students and graduates (N = 30). The sample was balanced between science and social science knowledge areas, with equal numbers of English as Second Language (ESL) participants in both groups. Semi-structured in-depth interviews were used to explore issues around feedback, training, cohort experiences and personal strategies for writing. Four hundred pages of transcripts were analysed using thematic analysis with the assistance of specialist software (NVivo). A generative model of academic writing development was chosen to frame the analysis. Fifteen themes emerged, three of which are discussed: supervisors' feedback, personal organisation and ESL learning strategies. Results show the perceived benefits of individually tailored supportive feedback and the importance of the students' resilience. Original learning strategies from ESL students that may benefit non-ESL students are also considered. The conclusions outline implications for supervisors and students across knowledge areas.

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This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England.

The training of teaching assistants in the UK is undergoing considerable change linked to workforce reform in primary schools. This article examines the role that class teachers play as mentors in the training of teaching assistants on two types of programmes operating in England leading to Higher Level Teaching Assistant Professional Status. It considers the qualities required for mentoring teaching assistants compared to mentoring trainee teachers. The views and perspectives of a group of thirty‐four school teachers who have carried out a mentor role for both a trainee primary teacher and a primary teaching assistant are analysed. The research aims to identify the common skills, strategies and approaches used by the school‐based mentors and identify the perceived tensions and challenges facing these mentors.

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