Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?

• DOI: 10.1016/j.tate.2021.103523
• Publication Date: 2021-10-09T04:05:05Z
• Authors: Andrea Jardí; Rob Webster; Cristina Petreñas; Ignasi Puigdellívol
• Keywords: Educació inclusiva; 4. Education; 05 social sciences; Relacions humanes; Mestres; Teachers; Interpersonal relations; Collaboration; Paraprofessionals; Elementary school teachers; Teaching assistants; Inclusive education; Preschool teachers; 0501 psychology and cognitive sciences; Mestres d'educació infantil; Partnership

This article identifies the factors that characterise effective interpersonal partnerships between teaching assistants (TAs) and teachers working in inclusive schools in Catalonia (Spain). This phenomenological study, based on 40 semi-structured interviews with 22 TAs and 18 teachers revealed that the main interpersonal factors affecting partnerships were: feeling at ease; trust; respect; and valuing one another. Participants detailed key aspects such as personal affinity, professional compatibility, open communi- cation, a sense of belonging to a class-group, and teamwork, as additionally important for successful partnerships. The findings provide insight into how schools can support the development of effective TA- teacher partnerships. Implications are discussed.