Ciletti, Lorenzo, Webster, Rob ORCID: https://orcid.org/0000-0003-1416-4439 and Strogilos, Vasilis (2025) Scaffolding by teaching assistants in England: exploring the interaction between practice and task structure. Support For Learning. pp. 1-7. ISSN 0268-2141 (Print), 1467-9604 (Online) (doi:10.1111/1467-9604.70005)

Preview

PDF (Open Access Article) 50259 WEBSTER_Scaffolding_By_Teaching_Assistants_In_England_Exploring_The_Interaction_Between_Practice_And_Task_Structure_(OA)_2025.pdf - Published Version Available under License Creative Commons Attribution. Download (191kB) | Preview

Abstract

Internationally, teaching assistants (TA) support children with special needs and/or disabilities as they complete classroom tasks; meanwhile, teachers manage whole-class instruction. Given the limited training for TAs, Bosanquet et al. (2020) developed an influential framework promoting TA effectiveness. Their ‘scaffolding framework’ encourages TAs to provide minor support, such as prompting, while children complete tasks. Accordingly, children retain independence, maximising thinking and learning. This study examined how different task structures, including open tasks, influence the strategies TAs use. Two focus groups were conducted with four TAs working in an English primary school. Through facilitated discussion, participants reviewed the scaffolding framework and commented on videos showcasing the practices of another primary-school TA across open and closed tasks. Data were largely coded using the categories of the scaffolding framework. The findings reveal that TA support, such as prompting, is recommendable across tasks. In open-task settings, TAs could also utilise more nuanced assistance, notably ‘what else’ questions. These encourage children to further elaborate on their ideas, leveraging the undetermined nature of open-task responses. Such scaffolding opportunities are more limited in closed tasks, which require precise answers. Moreover, the findings illustrate that effective TA practice stems from open-ended or closed tasks well-suited to children's capabilities.

Item Type:	Article
Uncontrolled Keywords:	children with special educational needs and/or disabilities, scaffolding, teaching assistant
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Vulnerable Children and Families Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development
Last Modified:	28 Apr 2025 13:30
URI:	http://gala.gre.ac.uk/id/eprint/50259

Actions (login required)

View Item

Downloads