Loading...
Listening to Teaching Assistants: What CPD is most useful to you?
Citations
Altmetric:
Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study investigates the professional development needs of Teaching Assistants (TAs) within the framework of Inclusion and Special Educational Needs and Disability (ISEND), focusing on how tailored Continuing Professional Development (CPD) can enhance their teaching effectiveness in special and Primary Education settings.
Aims: The study aimed to identify the most effective forms of CPD for TAs, focusing on how training could be tailored to meet their individual needs, build confidence, and improve pupil outcomes. It sought to understand what CPD formats and content were most valued by TAs and how these could be embedded within the constraints of part-time working patterns.
Methods: The study employed an action research methodology comprising two cycles of focused discussions with TAs. These discussions facilitated a collaborative exploration of their training needs and preferences. Ethical consent was obtained from participants to ensure anonymity, allowing for an open exchange of ideas and experiences.
Findings: TAs reported that small-group, context-specific CPD sessions delivered by professionals familiar with the setting were most impactful. Training that addressed sensory regulation, communication strategies, and behaviour support was particularly valued. Repetition of core strategies and opportunities to learn alongside experienced colleagues were seen as essential for embedding practice. The format and timing of CPD were also critical, as most TAs have limited time to engage with CPD and a number of TAs work part-time staff requiring flexible, accessible options.
Implications: The findings suggest that the structure and focus of CPD for TAs should be reconsidered to ensure it meets their practical needs. By prioritising small, targeted sessions, other educational institutions may enhance the capacity of TAs in fostering inclusive practices. This approach to CPD may lead to improved student outcomes in special education settings by equipping support staff with crucial skills and strategies.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), special school, teaching assistants (TAs), continuing professional development (CPD), context-specific training