Reassessing the Impact of Teaching Assistants: How Research Challenges Practice and Policy – By Peter Blatchford

Autizam i samopercepcija znanja pomoćnika u nastavi

“…Oni učenicima pružaju osjećaj dosljednosti koja im je prijeko potrebna, posebice u situacijama kada se mijenjaju učitelji, što je vrlo bitno za djecu kojoj su potrebne rutina i predvidljivost (Alston i Kilham, 2004;prema Coates, Lamb, Bartlett i Datta, 2017). Učitelji navode da dodjeljivanje pomoćnika određenom učeniku u svrhu individualne podrške dovodi do razvoja samopouzdanja učenika, veće motivacije, stvaranja dobrih radnih navika i spremnosti za dovršenje zadatka (Blatchford, Russell i Webster, 2012). S druge strane postoji zabrinutost da pomoćnici u nastavi mogu poticati ovisnost o drugima jer kao prioritet stavljaju dovršavanje zadatka umjesto da potiču učenike na samostalno razmišljanje i djelovanje (Moyles i Suschitzky, 1997).…”

“…They provide students with the consistency that they desperately need, especially in situations where teachers are replaced, which is very important for children who need routine and predictability (Alston and Kilham, 2004; according to Coates, Lamb, Bartlett, & Datta, 2017). Teachers state that assigning learning support assistant to a certain student in order to support him individually leads to an increase in the student's self-confidence, higher motivation, creating good working habits, and readiness to complete the task (Blatchford, Russell and Webster, 2012). On the other hand, there are concerns that learning support assistants may encourage dependence on others because they prioritise task completion rather than encourage students to think and act independently (Moyles and Suschitzky, 1997).…”