Abstract:Paraeducators play a marginal yet essential role in fulfilling teaching-related tasks in many international classrooms in China. In order to meet high standards of education, schools often provide professional training to paraeducators. However, in the training process, schools primarily focus on their own needs and rarely consider the personal condition or positionality of paraeducators. Informed by positioning theory, this study argues that overlooking paraeducators’ needs and positions can be detrimental to… Show more
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