Maximising the awareness and impact in policy and practice of a multi-method research exploring the classwork of primary-school teaching assistants

最大限度地提高探索小学助教课堂作业的多方法研究对政策和实践的认识和影响

• 批准号: ES/Y007387/1
• 金额: $ 14.07万
• 依托单位: University of Southampton
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FY007387%2F1
• 关键词: Maximising; awareness; impact; policy; practice

Among other things, this fellowship aims to increase awareness of my PhD and its use amongst multiple audiences (e.g., politicians and scholars). To this end, academic publications, conferences, and podcast talks will be used. Before describing the next fellowship's aims, an abstract of my PhD will be produced. My PhD explored the classwork of teaching practitioners (TAs) internationally playing a crucial role in the mainstream education of children with SEND while teachers manage whole-class education. Whilst much of the existing research has targeted countries using TAs with limited training and a role focused on only assisting children with SEND, my study was carried out in a context (Italy) providing TAs with wealthy training and whole-class responsibilities equally to teachers. Drawing from classroom observations of a TA and interviews with 31 other TAs in Italian primary schools, the study suggested that: a) The TAs instructed children with SEND and infrequently managed whole-class instruction. b) Regardless of being well trained, they did not effectively scaffold the thinking of children with SEND - they supplied children with answers to solve tasks, limiting their thinking and learning. Also, they demonstrated a lack of awareness of a key sociocultural principle as to how children best learn, such as fostering their thinking by transferring them the responsibility of task completion.Thus, the fellowship plan of sharing this PhD will contribute to existing knowledge of a relatively unexplored research context. Also, it will disclose an updated version of an internationally influential theoretical framework of TA practices. This adds the nuanced PhD findings as to TA practical strategies (such as providing the learner with a multiplications table to support easy task completion) to an existing catalogue of TA solutions. It informs TAs about designing effective instructions, known as "scaffolding", according to the sociocultural tenet above. Despite being based on the experience of a few TAs, sharing the PhD findings might also have important implications for Italian policymakers due to uniform employment conditions and training of Italian TAs, whereby negatively impacting the teaching of highly trained TAs like the PhD participants. Among these is the seeming need to include more training on sociocultural principles of child development in the training of TAs, alongside its existing ample provision of courses on teaching methods (e.g., by using my scaffolding framework). This might improve TAs' awareness of the effect of their practice on children's learning and their teaching in practice. Though this policy implication is germane to the Italian context, countries reviewing the training of teachers and TAs might also benefit from this (e.g., the UK).In addition, this fellowship will conduct new research addressing this question: "What do primary-school TAs perceive are the technical features of effective scaffolding practices to support the learning of children with SEND?" To deal with this, I will rely on the following: a) An unexplored collaborative research design, wherein eight primary-school TAs and I will have two focus discussions (FG) on the research question topic. Firstly, I will use the FGs to present my scaffolding framework. Next, the TAs will describe examples of their effective teaching practices to update this.b) The analysis of a different research context than in my PhD (UK primary education), thus potentially promoting nuanced TA classwork and findings. Later, I will outline the results in a written document. The participants will review and modify it. Its final version will be shared via the participants' school websites to potentially shape the practices of a wider group of practitioners.

除其他外，这项奖学金旨在提高对我的博士学位及其在多个受众中的使用的认识（例如，政治家和学者）。为此，将使用学术出版物，会议和播客会谈。在描述下一个奖学金的目标之前，我的博士论文摘要将被制作出来。我的博士学位探索了国际教学从业者（TA）的课堂工作，在SEND儿童的主流教育中发挥着至关重要的作用，而教师则管理着全班教育。虽然大部分现有的研究都针对国家使用的TA有限的培训和作用集中在帮助儿童的SEND，我的研究是在一个背景下（意大利）提供丰富的培训和全班的责任，平等的教师TA进行。根据对一位助教的课堂观察和对意大利小学其他31位助教的采访，研究表明：a）助教指导的是SEND儿童，很少管理全班教学。B）尽管受过良好的训练，但他们并没有有效地为SEND儿童的思维提供支架-他们为儿童提供解决任务的答案，限制了他们的思维和学习。此外，他们表现出缺乏对儿童如何最好地学习的关键社会文化原则的认识，例如通过转移他们完成任务的责任来培养他们的思维。因此，分享这个博士学位的奖学金计划将有助于现有知识的相对未开发的研究背景。此外，它还将披露一个具有国际影响力的技术援助实践理论框架的最新版本。这增加了微妙的博士研究结果，以TA的实用策略（如提供学习者与乘法表，以支持轻松完成任务），以现有的TA解决方案的目录。根据上述社会文化原则，它向助教提供有关设计有效指导（称为“脚手架”）的信息。尽管是基于几个助教的经验，分享博士研究结果也可能有重要的影响，意大利的政策制定者由于统一的就业条件和培训的意大利助教，从而产生负面影响的教学训练有素的助教，如博士的参与者。其中之一是，除了现有的大量教学方法课程（例如，通过使用我的脚手架框架）。这可能会提高助教的认识，他们的做法对儿童的学习和他们的教学实践的影响。虽然这一政策影响与意大利的情况密切相关，但审查教师和助教培训的国家也可能从中受益（例如，此外，该奖学金还将针对这一问题开展新的研究：“小学助教认为，支持有SEND儿童学习的有效支架实践的技术特征是什么？“为了解决这个问题，我将依靠以下几点：a）一个未经探索的合作研究设计，其中八个小学助教和我将有两个重点讨论（FG）的研究问题的主题。首先，我将使用FGs来展示我的脚手架框架。接下来，助教们将描述他们有效的教学实践的例子，以更新这一点。B）分析一个不同的研究背景比我的博士（英国小学教育），从而潜在地促进微妙的助教课堂作业和发现。稍后，我将在书面文件中概述结果。参与者将审查和修改它。它的最终版本将通过参与者的学校网站共享，以潜在地塑造更广泛的从业者群体的实践。