Implications Between a Teacher & Teaching Assistant
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- Date Submitted: 04/27/2014 04:54 PM
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The Implications of the Difference between a Teacher and a Teaching Assistant
The 1960’s saw the start of extra support for pupils inside schools and classrooms in the UK, this support was in the form of Teaching Assistants (TA’s). Originally it was only mothers who would come into schools, their job was to read to students also deal with the pastoral side of things. One of the reasons this role was created was so that teachers could concentrate more on delivering quality lesson (Berrington, 2007).
Teachers have undertaken years of study and gone on numerous training schemes to specialise in the subjects they know best. In comparison to Teaching Assistants who were unqualified and somewhat inexperienced when it came to knowing the curriculum. The fact that TA’s did not have qualifications lead to the government changing their roles within schools, therefore ‘non-teaching’ duties where given such as administration, preparing and distributing resources (Clayton, 1993).
When the 'New Labour Government' took charge just over 13 years ago, they implemented a reform in the educational system. This lead to a significant amount of Teaching Assistants being employed and trained in a professional manner, they have now been given the opportunity to qualify for the role of Higher Level Teaching Assistants (HLTA), as rightly explained by Collins and Simco (2006, p.199) ‘’the employment, development and deployment of teaching assistants are of extreme importance’’.
In this essay I will be discussing the differences between a Teacher and a Teaching Assistant and the various implications that can arise from these two separate job roles.
Firstly I will discuss the effects of motivational issues, then the responsibilities of Teacher and Teaching Assistant and finally the difference in status as perceived by parents and students.
Contractual differences have many implications, especially when it comes to the contrast in salary. A Teaching Assistant can be working for...
The 1960’s saw the start of extra support for pupils inside schools and classrooms in the UK, this support was in the form of Teaching Assistants (TA’s). Originally it was only mothers who would come into schools, their job was to read to students also deal with the pastoral side of things. One of the reasons this role was created was so that teachers could concentrate more on delivering quality lesson (Berrington, 2007).
Teachers have undertaken years of study and gone on numerous training schemes to specialise in the subjects they know best. In comparison to Teaching Assistants who were unqualified and somewhat inexperienced when it came to knowing the curriculum. The fact that TA’s did not have qualifications lead to the government changing their roles within schools, therefore ‘non-teaching’ duties where given such as administration, preparing and distributing resources (Clayton, 1993).
When the 'New Labour Government' took charge just over 13 years ago, they implemented a reform in the educational system. This lead to a significant amount of Teaching Assistants being employed and trained in a professional manner, they have now been given the opportunity to qualify for the role of Higher Level Teaching Assistants (HLTA), as rightly explained by Collins and Simco (2006, p.199) ‘’the employment, development and deployment of teaching assistants are of extreme importance’’.
In this essay I will be discussing the differences between a Teacher and a Teaching Assistant and the various implications that can arise from these two separate job roles.
Firstly I will discuss the effects of motivational issues, then the responsibilities of Teacher and Teaching Assistant and finally the difference in status as perceived by parents and students.
Contractual differences have many implications, especially when it comes to the contrast in salary. A Teaching Assistant can be working for...