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Dissertations / Theses on the topic 'Teachers' assistants'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Nash, Maureen Anne. "Teachers and teaching assistants working together : the perceptions of teaching assistants within a national framework." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/578907/.

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This qualitative research study explores Teaching Assistants’ perceptions of their work within mainstream primary schools, reflected in the substantive research question: Working within a national framework – what are teaching assistants perceptions of their working lives? The voices of the TAs themselves are privileged within a field of study where research is mainly undertaken from the viewpoint of the researcher or other stakeholders in schools. This research is set within the context of national frameworks and the discourses surrounding the work of teaching assistants. Whilst this study se

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2

Stewart, June. "Classroom assistants their impact in Scottish primary schools /." Thesis, Connect to e-thesis, 2009. http://theses.gla.ac.uk/1121/.

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Thesis (Ed.D.) -- University of Glasgow, 2009.<br>Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.

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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.

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4

Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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5

Cassim, Nabeelah. "Perspectives of Grade 1 teachers on the need for teaching assistants." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60990.

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The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The focus of this study is to obtain Grade 1 teachers' perspectives on the need for teaching assistants in the classroom. In South Africa, teaching assistants are normally reserved for preschools, institutes for learners with special needs, schools that practice inclusive education and some private schools. It is therefore needed to gain information from Grade 1 teachers on how they perceive and experience the presence or absence of a

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6

Trouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.

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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning,

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Latulippe, Christine Lynn. "Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/latulippe/LatulippeC0507.pdf.

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8

Poole, Jon Richard. "Pedagogy of contentment: a multi-case study of graduate assistant teachers." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37235.

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9

Wasykowski, Joanne, and University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages o

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10

Grahn, Darlene, and University of Lethbridge Faculty of Education. "One education landscape : a study of the roles and perceptions of paraeducators." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/350.

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This study was designed to assess paraeducators' duties, roles, and responsibilities and to develop a greater understanding of how they perceive their jobs and what support they would consider important for job improvement. The sample population was comprised of both elementary and junior high school paraeducators, from four individual schools within one school division in southwest Canada. Three separate focus groups were completed, with fourteen participants in total. The study was undertaken using the methodology of focus groups. Responses from the groups were transcribed and coded in order

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11

Zha, Shenghua. "The effects of a technology-supported training system on second language use strategies for international teaching assistants." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4480.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

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Devecchi, Maria Cristina. "Teachers and teaching assistants working together : collaboration, support and inclusion in a secondary school." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/265489.

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This study set out to explore what is 'special' about the notion of collaborative support, namely the way adults work together to support the academic and social inclusion of those children who are labelled as having difficulties in learning, in one secondary school. In particular, it has focused on teachers and teaching assistants, (T As) classroom practices, and more specifically on how teachers and T As collaborated to support the children; and on how the school supported them. This environmental and socially located view was grounded in the assumption that although the inclusion of the chi

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13

Lindroth, Kalle, and Daniel Olsson. "Improving information sharing between teachers and assistants : Implementation and testing of a web application." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149256.

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The teachers at Linköpings University are currently using an emailclient to handle the sharing of information between teachers involved ina course. This is inefficient due to the difficulty of sharing existinginformation with new course memebers, sharing new information with existingcourse members and finding specific information is an issue because of thelack of course separation. Some features, such as handing over a courseto a new leading teacher, are also lacking which makes course managementdifficult. To solve this issue, we have developed a web application whichfocuses on its usability a

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14

Mersh, Irene E. "Supporting children's acquisition of language and literacy : an investigation into the work of classroom assistants in mainstream primary schools." Thesis, n.p, 2001. http://oro.open.ac.uk/18813.

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McLachlan, Benita. "Evaluation of an inset programme for learning support assistants in the United Kingdom." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.

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Thesis (MEd)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professiona

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McDermott, Lorna. "An exploration of a complex relationship : teachers and teaching assistants working together in primary schools." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20276/.

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There has been a huge increase in the number of Teaching Assistants (TAs) working in UK schools in recent decades, meaning that most teachers now share their classroom with at least one other adult. Despite this, there has been little systematic or structured research into such a key relationship in the education system. This thesis aims to address this by exploring teachers' and TAs' experiences of working together in primary schools. This is an exploratory piece of research which was conducted from a critical realist perspective. To find out more about the dynamics at play in this working re

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Coyne, Katherine Jane Louttit. "The impact of No Child Left Behind Act mandates on the roles of paraprofessionals." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/katherine_j_coyne/Coyne_Katherine_J_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 140-144) and appendices.

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Brinton, Chad M. "Comparing perceptions about collaborative culture from certified and non-certified staff members through the adaptation of the School Culture Survey - Teacher Form." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4843.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 30, 2007) Vita. Includes bibliographical references.

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Chantaraks, Nilobol. "Student Perception of Nonverbal Behaviors of International TAs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500476/.

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Six hundred sixty-six students were queried at the University of North Texas. The appropriate use of nonverbal behaviors of international and U.S. American TAs was surveyed. An eleven item questionnaire (Teacher Nonverbal Measure) was utilized. These questions were tested by an ANOVA. Data indicated that international TAs are less likely to use appropriate nonverbal behaviors than U.S. American TAs. Thus, it is possible to assume that international TAs are more likely to be perceived as using inappropriate nonverbal behaviors than U.S. American TAs. Also, communication competence was investiga

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Farina, Marcella. "The working relationship of international teaching assistants and undergraduate students." Master's thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/5223.

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University of Central Florida College of Arts and Sciences Thesis<br>The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and

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Prigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.

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Wagner, Karen R. "The effects of the attainment of functional assessment skills by preschool teachers and their assistants on students' classroom behavior." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002088.

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Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.

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The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perce

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24

Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Wagner, Karen. "THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSR." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3725.

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The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The

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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.

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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quas

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27

Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.<br>Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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Asel, Crystal S. "Current Practices in Working With Special Education Paraeducators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5421/.

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With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general educ

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Thornsberry, Ryan James. "Composition, Pedagogy, and the Development of Effective Student-Teachers: A Comparative Analysis of Training Programs for Teaching Assistants in English Departments." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/856.

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AN ABSTRACT OF THE DISSERTATION OF RYAN J. THORNSBERRY, for the Doctor of Philosophy degree in ENGLISH, presented on December 27, 2013, at Southern Illinois University at Carbondale. TITLE: COMPOSITION, PEDAGOGY, AND THE DEVELOPMENT OF EFFECTIVE STUDENT-TEACHERS: A COMPARATIVE ANALYSIS OF TRAINING PROGRAMS FOR TEACHING ASSISTANTS IN ENGLISH DEPARTMENTS MAJOR PROFESSOR: DR. LISA J. MCCLURE The history of teaching assistant training has followed a tenuous road of development. For English departments, the primary role for teaching assistants has always been staffing sections of the basic composi

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Lu, Lina. "A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4379.

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This is an exploratory, interpretive study, focusing on classroom communication experiences of Chinese teaching assistants (CTA) in a U.S. university. The research asked: What are CTAs' experiences communicating in the U.S. university classroom? How do they interpret their experiences from their own perspective? And what is their emergent adaptation pattern to the U.S. university classroom?

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31

Brenner, Wallius Eva. "Coping with stress in a school and office environment : self reported stress and coping behaviour for teachers and administrative assistants." Licentiate thesis, Luleå tekniska universitet, 1989. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17898.

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Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.

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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to phys

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33

Kwok, Dorothy Toi Sze. "Fixed-term employment and individual mobility : a study of teaching assistants in the aided secondary schools of Hong Kong." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1553.

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Bastigkeit, Anja. "Bildungsbiographie und elementarpädagogische Bildungsarbeit : eine Studie zum Zusammenhang von Bildungsbiographien elementarpädagogischer Mitarbeiterinnen und der praktischen Umsetzung des elementarpädagogischen Bildungsauftrags." Frankfurt am Main [u.a.] Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&docl̲ibrary=BVB01&docn̲umber=015518223&linen̲umber=0001&funcc̲ode=DBR̲ECORDS&servicet̲ype=MEDIA.

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Harader, Dana L. (Dana Lyn). "Paraeducators' Attitudes Toward Students with Disabilities: Implications for Staff Development." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278007/.

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This study identified the attitudes of paraeducators toward students with disabilities and the implications for staff development. The purpose of this study was to survey attitudes of paraeducators toward students with disabilities. The attitude and demographic information obtained through the survey were analyzed for its implications for staff development with paraeducators.

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Shaw, Janalee. "Perceptions of self-efficacy in graduate assistant composition instructors : a study of novice instructors' feelings about the adequacy of their preparation for teaching." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317918.

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Rix, Katie Rose. "An exploration of four to seven year olds' perceptions of their own behaviour with comparisons to peers, class teachers and teaching assistants." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14130/.

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Children aged four to seven years, experience social and cognitive changes and may exhibit a variety of aggressive (Monks, Smith, & Swettenham, 2003), prosocial (Sebanc, 2003) and solitary behaviours (Coplan & Ooi, 2014), which are related to positive and negative outcomes. Research in this area has tended to adopt methods using reports from peers and adults, and hypothetical scenarios presented to children. This thesis is original in showing that young children can also offer unique insights into their own behaviour by providing self-reports and explanations. These insights vary across differ

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Sandy, Kirsti A. Hesse Douglas Dean. "Learning by co-teaching mentors and apprentices in an intensive introductory writing class /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960424.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 28, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Kenneth Lindblom. Includes bibliographical references (leaves 237-245) and abstract. Also available in print.

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Booth, Jacki C. "The art of teaching a T.A.'s journey from the stage to the classroom and back again /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/boothj/jackibooth.pdf.

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Hsu, Sungti. "Legislation, Litigation, Regulation, and Implementation of Paraprofessional Supervision in School Settings." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1782.pdf.

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Sutherland, William Sean. "Team teaching English in Japanese schools : an exploration of how Japanese teachers of English see themselves, their teaching, and their native English-speaking assistants." Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558297.

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In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English spea

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Rutherford, Gill, and n/a. "Different ways of knowing? : understanding disabled students� and teacher aides� school experiences within a context of relational social justice." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081125.160830.

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Disabled students� experiences of working with teacher aides constitute a recent focus of international inquiry. To date in New Zealand, there has been no specific investigation of this aspect of education, despite the widespread reliance on teacher aide support as the primary means of responding to disabled students� presence in schools. Similarly, there are very few New Zealand studies in which teacher aides are the primary participants. This thesis seeks to address this absence in New Zealand educational research by exploring students� and teacher aides� experiences of working together, in

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Hansen, Linda. "Paraprofessionals in the Classroom: Creating a Test Bank." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1520.pdf.

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Triplett, Kimberly Mechelle. "Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-092951.

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Reid, Keisha Nichola. "A case study of the experiences of small group work for newly arrived EAL pupils in a secondary school : perceptions of teachers, teaching assistants and pupils." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77450/.

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The purpose of this research was to explore the perceptions of teachers, teaching assistants and pupils about small group work for newly arrived EAL pupils. This was a case study of one secondary school with a high intake of newly arrived EAL pupils. At the time, there were several whole school initiatives to address government directives to improve teaching and learning across the curriculum. Two parallel questionnaires were administered to teachers and teaching assistants. 19 teachers and 3 teaching assistants completed the questionnaires. 10 teachers and 2 teaching assistants responded to a

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Dolor, Jason Mark Asis. "Investigating Statistics Teachers' Knowledge of Probability in the Context of Hypothesis Testing." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4030.

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In the last three decades, there has been a significant growth in the number of undergraduate students taking introductory statistics. As a result, there is a need by universities and community colleges to find well-qualified instructors and graduate teaching assistants to teach the growing number of statistics courses. Unfortunately, research has shown that even teachers of introductory statistics struggle with concepts they are employed to teach. The data presented in this research sheds light on the statistical knowledge of graduate teaching assistants (GTAs) and community college instructo

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Edmanson, A. J. "An exploration of mainstream school teachers' and teaching assistants' perceptions of special school outreach services, including the perceived impact on their practice, on target pupils and the wider school context." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571597.

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This study focuses on an Outreach Service provided by special schools to mainstream schools where there is concern regarding a pupil with SEN. Despite special schools providing outreach services for many years, there is little current research about the type of services that are provided to schools and their impact. Studies that exist are focused on the impact of outreach at an individual level whereas Sheppard (2000) concluded an ecological approach should be adopted by outreach services. The present study employed an exploratory, sequential, mixed methods design. Through interviews, the qual

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Nelson, Heather Goodwin. "Perceived Impact of the No child Left Behind Act of 2001 on Paraprofessionals." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd924.pdf.

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Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Drake, Pat. "Working for learning: a case of mathematics for teaching." Thesis, University of Sussex, 2006. https://vuir.vu.edu.au/34125/.

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This study began as an investigation into the experiences of five students making the transition from secondary teaching assistant to specialist teacher of secondary mathematics, via a local degree programme set up specifically. The development of a degree for the teaching assistants (who were required to work in schools throughout their study) forced me to address how work-based learning plays out in the context of developing knowledge for teaching, in this case, mathematics knowledge, when the learner is operating in simultaneous workplaces, at school and at university. It became clear that

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