Relevant bibliographies by topics / Teachers' assistants

Academic literature on the topic 'Teachers' assistants'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Teachers' assistants"

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Siahaan, Sry Mora Yuni, and Adaninggar Septi Subekti. "Pre-Service English Teachers’ Professional Identity Development: A Case Study." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (December 3, 2021): 198. http://dx.doi.org/10.31002/metathesis.v5i2.4231.

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<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>
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Fortner, C. Kevin, David C. Kershaw, Kevin C. Bastian, and Heather H. Lynn. "Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers who Were Teaching Assistants First." Teachers College Record: The Voice of Scholarship in Education 117, no. 11 (November 2015): 1–30. http://dx.doi.org/10.1177/016146811511701104.

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Background/Context In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review existing literature related to teaching assistants and utilize administrative data to examine a number of characteristics of individuals who transition from work as teaching assistants to jobs as regular classroom teachers. Study Purpose Individuals who become classroom teachers after having prior experience in schools working as teaching assistants may perform differently than other teachers due to additional exposure to classroom practices. The purpose of this study is to identify differences in the characteristics, effectiveness, and persistence of teachers who work as teaching assistants prior to entering the classroom as regular classroom teachers. Population While the population of focus varies somewhat across research questions, we generally focus on teachers with less than five years of experience working in elementary and middle school grades in all North Carolina public schools from 2005–2006 to 2009–2010. Additional data on teaching assistants employed from 2000–2001 to 2009–2010 in North Carolina public schools allows identification of individuals who had prior experience as teaching assistants in the state. Research Design Using administrative data records, we utilize quantitative descriptions of teacher characteristics and persistence to identify differences between teachers who entered the classroom with prior teaching assistant experience and other groups of teachers. For effectiveness comparisons, we estimate value-added models to compare the effectiveness of teachers in the identified groups of interest. Findings/Results Overall, we find that teachers who began as teaching assistants are (1) older, more racially diverse, lower-scoring on licensure exams, and more likely to enter the profession alternatively; (2) more effective in elementary-grades math and reading; and (3) more likely to remain as classroom teachers in North Carolina public schools. Conclusions/Recommendations These findings indicate that former teaching assistants represent a quality and highly persistent labor source and call for continued research to understand how additional exposure to classrooms benefits early-career teacher performance.
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Badrun, Fitriana, Anwar Ismail, and Ade Ismail. "TEACHERS' PERSPECTIVE ON TEACHING ASSISTANCE PROGRAM OF MERDEKA BELAJAR KAMPUS MERDEKA AT SMKN 1 TIDORE." Jurnal Bilingual 13, no. 2 (February 10, 2024): 112–18. http://dx.doi.org/10.33387/j.bilingual.v13i2.7494.

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This research aims to explore and analyse teachers’ perspectives on the teaching assistance program of Merdeka Belajar - Kampus Merdeka at SMK Negeri 1 Tidore Kepulauan. The research used qualitative method with questionnaire as the primer data and interview as the secondary data. The researcher selected three English teachers at SMKN 1 Tidore Kepulauan to involve in this research as a respondent. As a result, Teaching assistants in the MBKM program, supports school teachers with their English lessons. In addition, teaching assistants can adapt to the school and class environment and student behaviour within the class. When a manager gives him an opinion, he supports it. Second, teaching assistants also use learning media that appeal to the classroom, such as electronic media that are highly relevant today. In addition, we use several teaching strategies that can increase students' interest in learning and solve classroom teaching problems. They usually use games to boost the mood of their students while learning English. Finally, in order to grasp the student's learning progress, the teaching assistant will administer the test as an evaluation form and the test result will be evaluated by the teaching assistant. Therefore, the deficiencies in their teaching to students can be identified.
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Slišković, Ana, and Darja Seršić. "Work Stress Among University Teachers: Gender and Position Differences." Archives of Industrial Hygiene and Toxicology 62, no. 4 (December 1, 2011): 299–307. http://dx.doi.org/10.2478/10004-1254-62-2011-2135.

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Work Stress Among University Teachers: Gender and Position DifferencesThe aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50 %), assistant professors (18 %), associate professors (17 %), and full professors (15 %). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.
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Lee, Jiwon, Sujin Moon, and Jung Bog Kim. "Improving online-based practical teaching competency of preservie science teachers through the learning assistant program." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (August 15, 2023): 13–27. http://dx.doi.org/10.22251/jlcci.2023.23.15.13.

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Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes. Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test. Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated. Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.
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Zrilić, Smiljana, and Antonija Jadrijević Tomas. "Satisfaction of Parents of Children With Difficulties with Participation Of Teaching Assistants." Društvene i humanističke studije (Online), no. 1(14) (February 4, 2021): 223–40. http://dx.doi.org/10.51558/2490-3647.2021.6.1.223.

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The paper presents the relevant assumptions for the successful implementation of inclusive education with special reference to the role of teaching assistants. In the extremely demanding role of teachers in the complex concept of inclusive education, it is necessary to include an assistant. This is one of the key prerequisites for quality inclusion, both in early and preschool education institutions and in school. Faced with the challenges of inclusive upbringing and education, teachers in overcrowded classrooms can not implement inclusion well without assistants. However, it is common not to have quality communication between teachers and assistants, parents, and professional associates. In this paper, we will explore how parents, as significant participants in successful inclusion, are satisfied with the participation of teaching assistants, which are the reasons for satisfaction or dissatisfaction, what they consider positive in introducing assistants, and what they would change. This research covers a small number of respondents, which makes it difficult to draw general conclusions. Despite that, we emphasize that the competence profile of the assistant in inclusion is not yet legally established, so any research on this topic can have a significant contribution to its implementation.
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Ananna, Debnath, and Rahman Marzia. "Teaching Assistants (TAS) for Enhancing Students Soft Skills :." DIU Journal of Business and Entrepreneurship 11, no. 01 (December 30, 2019): 70–78. http://dx.doi.org/10.36481/diujbe.v011i1.p31wxe46.

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In the developed countries around the world, for helping both the teachers and students in academia, the concept of Teaching Assistance is a very familiar one. Though this practice is very rare in Bangladeshi context, but it prevails in some of the leading private universities. Teaching assistants have to have an interest in education, a patient, non-judgmental attitude because the primary role of the teaching assistants is to work with teachers to raise the learning and attainment of students so that they can access the curriculum, participate in learning and experience a sense of achievement. This paper aimed to find out teachers' and students' perceptions about the efficacies and role of Teaching Assistants for developing students' soft skills at Private Universities in Bangladesh. 10 teachers and 150 students from a leading private university had been selected for collecting data. Interview questions for the teachers and survey questionnaire for the students had been used. As a theoretical framework this study used Lev Vygotsky's theory of Zone of proximal Development. Teachers' interview data reflects that TAs can lead to improvements in students' skills, and they also have positive effects in reducing stress or workload of the teachers. It is also found from students' responses that the TAS help them in learning and course management. From the findings of the study, it can be recommended that, as the practice of teaching assistance is helping both the teachers and students; other tertiary institutions can incorporate it in their own institutions.
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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.

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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
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Birkeland, Lise. "Ethics and the Special Education Assistant." Paideusis 17, no. 1 (October 21, 2020): 59–65. http://dx.doi.org/10.7202/1072468ar.

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The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported and forced to take on responsibility without authority as they navigate through the ethics of what is the best inclusive practice for the student with special needs. By using an ethical approach to analyze an example of a) the Special Education Assistant’s working life and b) one extreme experience of that life, insight into the varied nature of this world is illuminated.
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Jackson, Claire, Umesh Sharma, Delphine Odier-Guedj, and Joanne Deppeler. "Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review." Australian Journal of Teacher Education 46, no. 11 (November 2021): 69–88. http://dx.doi.org/10.14221/ajte.2021v46n11.5.

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With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Implications from the review highlight a need for schools and universities to reconsider teacher preparation and ongoing training with respect to teachers’ work with TAs.
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Dissertations / Theses on the topic "Teachers' assistants"

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Nash, Maureen Anne. "Teachers and teaching assistants working together : the perceptions of teaching assistants within a national framework." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/578907/.

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This qualitative research study explores Teaching Assistants’ perceptions of their work within mainstream primary schools, reflected in the substantive research question: Working within a national framework – what are teaching assistants perceptions of their working lives? The voices of the TAs themselves are privileged within a field of study where research is mainly undertaken from the viewpoint of the researcher or other stakeholders in schools. This research is set within the context of national frameworks and the discourses surrounding the work of teaching assistants. Whilst this study seeks to read the world in a post-structural manner, it is set within the everyday life of schools alongside the contingencies and national frameworks surrounding it and a critical methodological approach is used. Interviews providing qualitative data are the chosen method for providing an opportunity for TAs to describe their experiences and voice their perceptions, and the study deploys a thematic analysis of this data. Three dominant themes emerge, National Frameworks, Interactions with Parents and Children, and School Environment. The study suggests that both commission and omissions of national policy affect the work of a teaching assistant and that the implementation of these policies presents complex relations of professionalism, identity and positioning in schools.
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Stewart, June. "Classroom assistants their impact in Scottish primary schools /." Thesis, Connect to e-thesis, 2009. http://theses.gla.ac.uk/1121/.

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Thesis (Ed.D.) -- University of Glasgow, 2009.
Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.
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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Cassim, Nabeelah. "Perspectives of Grade 1 teachers on the need for teaching assistants." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60990.

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The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The focus of this study is to obtain Grade 1 teachers' perspectives on the need for teaching assistants in the classroom. In South Africa, teaching assistants are normally reserved for preschools, institutes for learners with special needs, schools that practice inclusive education and some private schools. It is therefore needed to gain information from Grade 1 teachers on how they perceive and experience the presence or absence of a teaching assistant, and what effect it has on teaching and learning in their classrooms. It is also necessary to hear the statements of teaching assistants on how they experience this role in Grade 1 classrooms. Early Childhood Education (which includes the Foundation Phase) forms the basis of all other education; however, the South African education system is faced with numerous challenges which in various ways impede the teaching and learning of young children. These barriers include overcrowded classrooms, learner diversity and indiscipline which call for additional support in the classroom. By using a qualitative approach, this study attempts to collect and analyse the data obtained from teachers and teaching assistants, and interpret this information to gain insight into and explore various perspectives on the need for teaching assistants in a Grade 1 classroom. By making use of semi-structured interviews, data were collected from three groups of participants: teachers with teaching assistants, teachers without teaching assistants, and teaching assistants. These participants were selected from public, private and rural schools in order to allow for a broad spectrum of inputs. Findings indicate that all participants regard the presence of teaching assistants as non-negotiable in the Grade 1 classroom, as it allows the teacher to focus on teaching, whereas the administrative tasks may be channelled to the assistant.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted
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Trouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.

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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning, asking good questions, utilizing wait-time, and using formative assessment techniques. The assessment of the workshop was based on Guskey's (1999) work on the five levels of effective professional development evaluation. In the mixed-methods design, 18 GMTAs participated in the workshop. Data collection consisted of three sets of videotapes, two sets of interviews, surveys, and coaching and observation forms. Results indicated that a well-designed workshop can impact teaching practices. Through interviews, GMTAs indicated they were more reflective of their teaching, thought more about the questions they asked, and actively involved their students more during lectures. The workshop was considered effective not only because GMTAs said they changed their teaching but because changes were seen in their teaching. For nine GMTAs strong evidence was collected of their change in teaching: they not only mentioned specific changes to their teaching in the interviews, but these specific changes were observed on videotapes of their classroom. In comparing peer coaching with observation, seven of the ten in the coaching group commented that just watching another's class helped them to improve more than any other part of the coaching process. Only two of the ten coaching participants commented on the helpfulness of the pre and post conference discussions involved with coaching. From the data collected, the possible added benefits of peer coaching may be outweighed by the additional time, organization, and pairing requirements present in a GMTA setting. Five constructs that influenced the effectiveness of the peer coaching experience are discussed. This project contributes to the research base regarding adapting K-12 professional development literature into a collegiate setting.
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Latulippe, Christine Lynn. "Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/latulippe/LatulippeC0507.pdf.

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Poole, Jon Richard. "Pedagogy of contentment: a multi-case study of graduate assistant teachers." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37235.

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Wasykowski, Joanne, and University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages of devaluation and hierarchical divisions can make teacher assistants cognizant of "their place" in the school. Additionally, a perceived lack of educational and behaviour management strategies can exacerbate feelings of insecurity and, or, incompetence. It is essential that teacher assistants receive the necessary training, professional development, and opportunities for collegiality to become effective educational partners. An "empowering" environment for teacher assistants respects the needs of adult learners and employs mentoring qualities for on-the-job training. Finally, an empowering environment provides a safe learning climate through transformational practice. The metamorphosis into increased learning and appropriate risk-taking evident in teacher assistants can enhance the lives of students with diverse learning needs. In this study, six teacher assistants from a rural southern Alberta school district were interviewed to identify and explore factors in an "empowering" work environment that may positively contribute to individuals becoming effective, committed teacher assistants.
ix, 138 leaves ; 28 cm.
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Grahn, Darlene, and University of Lethbridge Faculty of Education. "One education landscape : a study of the roles and perceptions of paraeducators." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/350.

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This study was designed to assess paraeducators' duties, roles, and responsibilities and to develop a greater understanding of how they perceive their jobs and what support they would consider important for job improvement. The sample population was comprised of both elementary and junior high school paraeducators, from four individual schools within one school division in southwest Canada. Three separate focus groups were completed, with fourteen participants in total. The study was undertaken using the methodology of focus groups. Responses from the groups were transcribed and coded in order to pull out the major themes found in the discussions of the duties and perceptions by paraeducators. The results, when compared to the contemporary literature findings on the roles of paraeducators, show many points of convergence.
x, 93 leaves ; 29 cm.
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Books on the topic "Teachers' assistants"

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Victor, David. Teachers and assistants. London: North East London Polytechnic, 1987.

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Jonathan, Caswell, and Pinner Sherry, eds. SENAT: Special needs assistants & teachers. Morpeth: Northumberland County Council, Education Department, Psychological Services, 1995.

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L, Moore Emily, ed. Student affairs staff as teachers. San Francisco, Calif: Jossey-Bass, 2007.

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Burnham, Louise. Brilliant teaching assistant: What you need to know to be a truly outstanding teaching assistant. New York: Prentice Hall, 2011.

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Gielarowska, Danuta. Starsi asystenci--kim są? Warszawa: Państwowe Wydawn. Nauk., 1986.

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Educational Research Service (Arlington, Va.), ed. Using paraeducators effectively. Arlington, Va: Educational Research Service, 2002.

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Pickett, Anna Lou. Using paraeducators effectively in the classroom. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1993.

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Connecticut. General Assembly. Legislative Program Review and Investigations Committee. School paraprofessionals. Hartford: Connecticut General Assembly, Legislative Program Review and Investigations Committee, 2006.

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Burnham, Louise. Brilliant teaching assistant: What you need to know to be a truly outstanding teaching assistant. New York: Prentice Hall, 2011.

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Carrie, Cable, and Eyres Ian, eds. Primary teaching assistants: Curriculum in context. London: David Fulton, 2005.

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Book chapters on the topic "Teachers' assistants"

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Anderson, Vikki, and Linda Lyn-Cook. "Teaching Assistants working with teachers." In Key Issues for Teaching Assistants, 63–74. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-8.

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Němec, Zbyněk. "“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic." In To Be a Minority Teacher in a Foreign Culture, 365–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.

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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to research, the main responsibilities of Roma assistants include assisting teachers in the education of socially disadvantaged Roma students during lessons, tutoring Roma students, providing psychosocial support for these students, organising leisure activities for these students, and supporting communication between the school and the Roma students’ families. Having a deep knowledge of Roma students, their needs and cultural specifics, Roma assistants can also represent an important information resource for teachers; the ethnicity of Roma assistants can also be beneficial in overcoming language barriers – if both the Roma assistant and the students or their parents speak Romani, the assistant can translate and interpret for teachers and other school staff. At a general level, cooperation of Roma assistants and non-Roma teachers can serve as a model for relations between Roma and non-Roma students and thus remove prejudices and barriers in society.
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Jackson, Claire, Umesh Sharma, and Delphine Odier-Guedj. "Secondary teachers' perspectives on their work with teacher assistants." In Teaching Assistants, Inclusion and Special Educational Needs, 158–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-13.

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McCann, Lynn. "The role of teaching assistants." In All About Autism: A Practical Guide for Primary Teachers, 87–93. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003280064-16.

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Oksanen, Susanna, Juulia Lahdenperä, and Johanna Rämö. "University Teaching Assistants’ Metaphors About Teachers’ Role." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 33–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_4.

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Östlund, Daniel, Thomas Barow, Kajsa Dahlberg, and Anette Johansson. "In-between special needs teachers and students." In Teaching Assistants, Inclusion and Special Educational Needs, 29–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-4.

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Vogt, Franziska, Annette Koechlin, Annina Truniger, and Bea Zumwald. "Teaching assistants and teachers providing instructional support for pupils with SEN." In Teaching Assistants, Inclusion and Special Educational Needs, 125–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-11.

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Wang, Bin. "Smart Teaching Assistants Empower Teachers to Do Well in Every Class." In Constructing Regional Smart Education Ecosystems in China, 227–29. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6225-9_34.

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David, Bertrand, René Chalon, and Xiaoheng Zhang. "Virtual Assistants (Chatbots) as Help to Teachers in Collaborative Learning Environment." In Lecture Notes in Networks and Systems, 135–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26876-2_13.

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du Boulay, Benedict. "The overlapping ethical imperatives of human teachers and their Artificially Intelligent assistants." In The Ethics of Artificial Intelligence in Education, 240–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429329067-12.

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Conference papers on the topic "Teachers' assistants"

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Bjekić, Dragana, and Milica Stojković. "University Teachers’ Resilience." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.462b.

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This research focuses on resilience and perceived stress as important components of university teachers’ well-being. Resilience is generally conceptualized as a process and an outcome of successfully adapting to difficult / challenging life experiences and perceived stress as individual feelings or thoughts about the level of stress a person is experiencing at a given time period. In the context of the teaching profession and the current pandemic circumstances, we investigated university teachers’ resilience and perceived stress. The Brief Resilience Scale and Perceived Stress Scale in digital format as Google Forms surveys are used in this study. The sample consisted of 100 university teaching staff (university teachers and university teaching assistants). The results show that the resilience of the university teaching staff is at a medium-high level. Perceived stress is low. The correlation between resilience and perceived stress of university teaching staff is negative and relatively high. University teaching assistants perceive more stressful situations and stress feelings than university teachers. There are no differences in resilience and perceived stress between university teaching staff from different educational and research fields. This study introduces new research topics and considerations in the contexts of teacher education and university activities aimed at enhancing university teaching staff resilience, stress management, and well-being
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Gray, Kara E., David C. Webb, Valerie K. Otero, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Are Learning Assistants Better K-12 Science Teachers?" In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515186.

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Evashkovsky, Maya. "Exploring the Working Relationship of Teachers and Instructional Assistants." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688181.

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Cabanová, Mariana. "COOPERATION BETWEEN TEACHERS AND TEACHING ASSISTANTS AT MAINSTREAM SCHOOLS - ANALYSIS OF STUDENT TEACHERS’ REFLECTIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0440.

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador. The data collected from the teachers made it possible to identify the main problems that students have when it comes to developing macro skills in the English language. With the support of the education expert, a strategy was designed using virtual assistants. The personal assistant Alexa, with great programming flexibility, was selected, applying a strategy focused on four macro skills: listening, reading, speaking, and writing. Each activity was aimed to reinforcing each skill according to students’ level at school. For example, for speech skills, students had to engage in a dialogue with Alexa through a game of questions and answers. For listening skills, Alexa would tell a story to determine the level of comprehension. For reading skills, the students were given a reading from which they were asked questions that Alexa could answer and through this the students developed writing skills according to the questions they answered. After the intervention, a post test was applied and it was shown that there was an improvement in the development of skills. It was concluded that the interactive classes motivated the participation of all students. For future work, we intend to carry out a longitudinal study with the use of virtual assistants and a comparison between other devices.
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Kušnírová, Veronika, Ivana Rochovská, and Marcela Čarnická. "ATTITUDES OF PRESCHOOL TEACHERS AND ASSISTANTS TOWARDS INCLUSIVE EDUCATION IN SLOVAKIA." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1469.

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Paula Cardoso Teixeira, Ana, Yuri Farias dos Santos, Edimar Rodrigues Junior, Paulo Victor Marajó, Priscila Silva Fernandes, Vitor Bremgartner da Frota, and Luis Rivero. "Protótipo de Alta Fidelidade de Assistente Virtual para Instituições de Ensino no Estado do Amazonas." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p493-495.

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In educational institutions, the use of virtual assistants has beenencouraged due to the possibility of disseminating relevant information,assisting in communication between actors and providingsupport in organizing academic activities. Despite the existence ofseveral virtual assistants, these systems do not present real-timeinformation or data at a personalized level of detail. In addition,the systems that provide this information are not free of charge,making it difficult for institutions with low resources to adopt them.Considering the importance of assisting students and teachers duringacademic activities through the provision of information, thiswork presents a proposal for a virtual assistant application forFederal Institute of Amazonas Campus Manaus Distrito Industrial(IFAM/CMDI). Brainstorming and benchmarking techniques wereapplied to survey the functionalities to be presented by the systemand a high-fidelity prototype of the system was developed. As aresult, it was possible to present the various dialogues that theassistant will provide and the types of information that will bepresented to the various actors within the educational institution.
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Tregubov, Vladimir. "Voice Assistants with Artificial Intelligence for Improving Academic English." In 10th International Conference on Information Technology Convergence and Services (ITCSE 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110901.

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The article describes applications of using voice recognition technology based on artificial intelligence to the educational process. The author presents a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
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Chocarro, Raquel, Monica Cortinas, and Gustavo Marcos. "DO TEACHERS INTEND TO USE VIRTUAL ASSISTANTS? THE MODERATING EFFECT OF THE DIGITAL SKILLS AND THE AGE OF THE TEACHER." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0193.

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Cernian, Alexandra, Bogdan Tiganoaia, and Bianca Orbisor. "AN EXPLORATORY RESEARCH ON THE IMPACT OF DIGITAL ASSISTANTS IN EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-195.

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Digital assistants are currently expanding, and they are integrated into the daily lives of many users. In the implementation of digital assistants, various technologies are used, such as Artificial Intelligence, Big Data, Machine Learning, Natural Language Processing (NLP), etc. This article is an exploratory research in digital assistants used mainly for educational purposes. The progress of the EdTech sector has brought significant changes in the educational landscape. In this context, digital assistants are one of the technological advancements that could have a high impact on education. It is very likely to see more institutions using virtual assistants in education over the next few years, given the advancements in virtual assistants and their impact in the process during the COVID-19 pandemic. Several schools and universities have already started to use Amazon's Alexa for support issues like answering administrative questions or guiding students around the campus. Although for the moment they have rather basic functionality, it is obvious that virtual assistants can already be used in education and have the potential to boost students' performance, assist teachers' activity and support administrative tasks. This paper will focus on providing a state of the art of current initiatives and discuss the perspectives on how digital assistants can shift the education industry. It will also discuss future development possibilities and use case scenarios. The progress of artificial intelligence and its integration with virtual assistants shows that there are many opportunities ahead for using digital assistants in education, but there is still a long to go to realize their full potential. But for sure, they will be used in the future in more complex contexts.
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Reports on the topic "Teachers' assistants"

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Armas, Elvira, and Magaly Lavadenz. Bilingual Teacher Residencies in California: Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, January 2024. http://dx.doi.org/10.15365/ceel.policy.14.

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This research brief presents a study that explores one type of teacher residency program, bilingual teacher residencies (BTRs). The Center for Equity for English Learners at Loyola Marymount University (LMU CEEL) partnered with the Californians Dedication to Education Foundation (CDEF) to investigate BTRs participating in CDEF’s California Teacher Residency Lab (The Lab). To expand the knowledge base around bilingual teacher residencies and provide policy and practice recommendations, researchers conducted interviews with a sample of BTR grantee program leaders to capture and analyze their perspectives regarding BTRs based on their implementation phase and context. Four key findings emerged: (1) Bilingual Teacher Residencies are building on community cultural and linguistic wealth; (2) Bilingual Teacher Residencies focus on critical consciousness and culturally responsive and sustaining teaching; (3) Strong district-university partnerships facilitated collaborative program design and problem solving; and (4) Candidates in BTRs face greater financial barriers to becoming teachers than other teacher residency candidates. Based upon the findings, the authors propose three recommendations for policy and practice to ensure California’s BTRs can serve as a vehicle for addressing bilingual teacher shortages at the state and local levels: (1) Ensure systemic coherence and information sharing across agencies and efforts; (2) Build on the efforts of the California Teacher Residency Lab (The Lab) as well as the newly formed State Regional Technical Assistance Center (SRTAC) to provide differentiated, high-quality technical assistance/supports; and (3) Ensure sustainability of BTRs into the future through funding and knowledge building.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).
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