Features
Addressing VUCA vulnerability through the role of teaching assistants Catherine Ige and Helen Chatburn-Ojehomon offer an African perspective
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the school culture and pastoral roles that TAs have, when effectiveness is not measured by efficiency and control but by human development and participation (Cameron & Quinn, 2011: 53), these roles of the TA are important and essential. While expatriate teachers in international schools come and go, TAs often provide continuity for schools and stability for students. Long-serving host country national TAs help maintain school culture and history, though there is oftentimes a barrier in organizational advancement for host country national TAs working in African international schools. We work at the only authorized International Baccalaureate Spring |
Autumn
While Think Tanks such as the Education Endowment Fund claim that Teaching Assistants (TAs) are a high-cost, lowimpact intervention in schools (EEF, 2017), evidence of the overall impact of TAs on learning and teaching is currently lacking. Mansaray (2006) argues that ‘[T]he TA role is a form of boundary work, which involves bridging, mediating, and transgressing many of the hierarchical, symbolic, cultural and pedagogic status boundaries (eg teacher-pupil, home-school, etc) reproduced within schools’ (p 171). Although some approaches to education, especially those that emphasize efficiency and productivity, might not recognize as important
| 2020
