Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review - Volume 46 - Issue 11

Oct 15, 2026

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With teacher assistant (TA) employment in schools rising steadily, teachers are likely to collaborate with TAs across their careers. This systematic literature review synthesizes teachers’ perceptions of their work with TAs, drawing on twenty-six reviewed studies. Ten recurring perceptions were identified and organized into four themes covering roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Findings emphasize the need for schools and universities to reassess teacher preparation and ongoing training regarding teachers’ work with TAs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Evolution of the TA role in mainstream education

Evidence for inclusive support and structured interventions

Risks of ineffective TA use and implications for inclusion

Australian Journal of Teacher Education | Volume 46 Issue 11 | Article 5 | | --- | --- | | 2021
Teachers’Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review
Claire Jackson
Monash University, Clayton
Umesh Sharma
Monash University, Clayton
Delphine Odier-Guedj
Monash University, Clayton
Joanne Deppeler
Monash University, Clayton
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Leadership Commons, and the International and Comparative Education Commons | | Recommended Citation Jackson, C., Sharma, U., Odier-Guedj, D., & Deppeler, J. (2021) . Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review. Australian Journal of Teacher Education, 46(11) . [http://dx.doi.org/10.14221/ajte.2021v46n11.5](http://dx.doi.org/10.14221/ajte.2021v46n11.5) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol46/iss11/5](https://ro.ecu.edu.au/ajte/vol46/iss11/5) Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review Claire Jackson Umesh Sharma Delphine Odier-Guedj Joanne Deppeler Monash University Abstract: With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’perceptions oftheir work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions oftheir work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Implications from the review highlight a need for schools and universities to reconsider teacher preparation and ongoing training with respect to teachers’ work with TAs. Introduction This paper systematically reviews international research examining teachers’perceptions oftheir work with teacher assistants 1 (TAs) in mainstream education settings (as opposed to special schools) . With an international impetus towards more inclusive models of support for students with disability (Forlin, 2010), schools are increasingly employing TAs to meet the diverse needs of students (Butt, 2017; Giangreco et al., 2011) . The role of TAs has changed significantly over time, and they are no longer limited to being an ‘extra pair of hands’(Wilson et al., 2003) to assist with non-instructional activities (Howard & Ford, 2007) . The position has evolved to become more specialised where TAs are often considered to be the ‘solution to inclusion’(Rutherford, 2012, p. 760) . Much of the research since the late 1990s has focused on the work of TAs in relation to students with a disability in mainstream classrooms (Sharma & Salend, 2016; Giangreco et al., 2010) along with studies investigating the professional roles, efficacy, training, and experiences of TAs (Brock & Carter, 2013; Farrell et al., 2010) . The effective use of TAs is considered a key factor in promoting inclusive practices (Ainscow, 2000). A growing body of research acknowledges the advantages of having TAs working with students if deployed effectively. Butt (2016b) proposes a shift in the focus of the work of TAs, from providing support exclusively to students with a disability to that ofafacilitator of learning for students requiring minimal support so that teachers are available to support those most in need. Webster and de Boer (2021) examine research into the delivery 1 The term Teacher Assistant (TA) is used synonymously with teaching assistant,

FAQs

What are the implications highlighted by the review?

Schools and universities should reconsider teacher preparation and ongoing training related to teachers’ work with TAs.

Oct 15, 2026

Upload by Franzy