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      Teacher and teacher assistant perceptions of their relationship

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      Date
      2004-08-16
      Author
      Brand, Elena Marie Pajunen
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      This qualitative research study examined teachers’ and teacher assistants’ perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.
      Degree
      Master of Education (M.Ed.)
      Department
      Curriculum Studies
      Program
      Curriculum Studies
      Supervisor
      Ryan, Alan
      Committee
      McVittie, Janet; Kalyn, Brenda; Haines, Len; Fram, Ralph
      Copyright Date
      August 2004
      URI
      http://hdl.handle.net/10388/etd-09132004-214243
      Subject
      teacher assistant
      relationship
      professionalism
      collegiality
      teacher
      competence
      clarity of role
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