‘I can sort of slot into many different roles’: examining teacher aide roles and their implications for practice

Abstract

This study utilised role theory to investigate teacher aide roles within regional schools in Queensland, Australia. Twenty primary schoolteacher aides were interviewed; data were triangulated with 27 teacher aides' responses to a follow-up questionnaire and interviews with 6 administrative staff. Data suggest that classroom instructional support roles and small group instruction dominate teacher aide work; they also perform many non-instructional roles and work individually with students with diverse needs. School leaders must reconsider the roles expected of these professionals given their position, professional training and remuneration, better supporting teacher aides through improved communication, collaboration and sustained professional learning opportunities.

Keywords:

• teacher aides
• school improvement
• management
• classroom organisation
• paraprofessionals

Acknowledgements

We would like to thank all of the participants who so generously shared their perspectives with us.

Notes on contributors

Lois Harris lectures at Central Queensland University, Australia. Her research focuses on classroom assessment, feedback, literacy, and student engagement. She is particularly interested in how educational stakeholders' beliefs affect their enacted practices.

Kerry Aprile is the Head of Program for Primary Education at Central Queensland University, Australia. Her research interests include literacy pedagogy and practice and conceptions of quality in initial teacher education.

Additional information

Funding

The authors would like to acknowledge the financial support this project received through funding from the Higher Education Participation and Partnerships Program (HEPPP).