Working as teacher assistants/aides in schools: understanding experiences in an Arabian context using the wider pedagogical role model

Figures & data

Figure 1. Graphical display of the wider pedagogical role model.

Table 1. Demographic characteristics of participants.

Code	Mode	Age	Qualification	School type	Experience
Participant_1_Amina	One-on-one	36 years	BA English language	Public regular School	4 years
Participant_2_Alyazia	One-on-one	38 years	BA English language	Public regular School	8 years
Participant_3_Wessam	One-on-one	50 years	high school diploma	Public special school	17 years
Participant_4_Siham	One-on-one	42 years	High school diploma	Public special school	17years
Participant_5_Yara	One-on-one	30 years	BA Psychology	Private regular School	10 years
Participant_6_Maya	FGD_1	19 years	Student (BA Special Education)	Private regular School	1 year
Participant_7_Fadwa	FGD_1	22 years	BA Special Education	Private regular School	4 years
Particiapnt_8_Shaikha	FGD_2	27 years	BA Special education	Private regular School	2 years
Participant_9_Khuloud	FGD_2	29 years	BA Arabic Language Education	Private regular School	6 years
Participant_10_Amna	FGD_2	24 years	BA special education	Private regular School	1.5 years
Participant_11_Malak	FGD_2	38 years	BA Science Education	Public regular School	14 years
Participant_12_Nouf	One-on-one	24 years	BSc Computer Science	Public special school	2 years

Note: FDGs = focus group discussions; BA = Bachelor of Arts; BSc = Bachelor of Science.