The attributes of a successful Learning Support Teacher in Australian inclusive classrooms

Abstract

This study used focus groups to investigate 18 general classroom teachers’ and 12 learning support teachers’ conceptions of the attributes of successful learning support teachers. Based on the attributes emerging from the focus groups, a 20‐item questionnaire was designed consisting of statements in four categories: Knowledge and Experience; Organisational Skills; Communication; and Personal Traits. The questionnaire was completed by 117 teachers. Results indicated that there was agreement between the focus groups and teachers who responded to the questionnaire. However, there was a mismatch between learning support teachers and classroom teachers as to what they regarded as being the most important attributes. Learning support teachers indicated that Knowledge and Experience was the most important attribute but this same category was not rated as highly by general classroom teachers. In the total sample of teachers, Personal Traits was rated significantly higher than the other three categories. Communication was ranked second which was significantly higher than Organisational Skills.

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

“…Secondary school cultures, including relationships among members of the school community, are multifaceted phenomena which present challenges for the researcher. The results of the reported case study, however, confirmed what has been presented in the literature to date (Keefe and Moore, ; Fielding‐Barnsley, ; Bouck, ).…”

El desempeño profesional del profesorado de apoyo y sus aportaciones al desarrollo de una educación inclusiva

“…Igualmente se ha enfatizado, en numerosas ocasiones, que deberían ser destinatarios de apoyo otros agentes, como el profesorado o las familias, en definitiva, el propio centro, tomado éste como espacio que presenta determinadas necesidades. En esta línea, la literatura internacional coincide en señalar que, para responder a un modelo de actuación más eficaz desde el marco inclusivo, el profesorado de apoyo tendría que tener un rol centrado en empoderar al profesorado para que ejecute sus responsabilidades de enseñar a todos (Fielding-Barnsley, 2005). Y, por tanto, se sugieren modelos de apoyo más colaborativos con los docentes y las familias, en lugar de dedicar la mayor parte de su tiempo realizando enseñanza directa fuera del aula de referencia (Deppeler, Loreman, & Sharma, 2005).…”

Relacje nauczyciela wspomagającego i nauczyciela wiodącego – temat wciąż otwarty

“…Wed³ug za³o¿eñ ma on wyró¿niaae siê refleksyjnym myoeleniem, poszukiwaniem nowych rozwi¹zañ, rozumieniem zmieniaj¹cych siê strategii ucznia oraz umiejêt-nooeci¹ stosowania zasad dobrego partnerstwa na rzecz podnoszenia efektywnooeci wspólnego dzia³ania. W polskiej literaturze przedmiotu stosunkowo niewiele jest publikacji [Rzedzicka 2000; Bobiñska-Dom¿a³ 2014] pooewiêconych badaniom, które wskazywa³yby praktyczne rozwi¹zania i uwarunkowania korzystnej pracy zespo³owej na lekcji, podczas gdy temat ten jest czêsto podejmowany za granic¹ [Bauwens, Hourcade, Friend 1989;Fielding-Barnsley 2005;Douglas, Chapin, Nolan 2015;Scott 2017].…”