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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.",{"@graph":14,"@context":64},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-perceptions-of-their-work-with-teacher-assistants-a-systematic-literature-review-volume-46-issue-11/594041/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-perceptions-of-their-work-with-teacher-assistants-a-systematic-literature-review-volume-46-issue-11/594041.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"What are the implications highlighted by the review?","Question",{"text":62,"@type":63},"Schools and universities should reconsider teacher preparation and ongoing training related to teachers’ work with TAs.","Answer","https://schema.org",{"og:url":32,"og:type":66,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":68,"canonical":32},"index,follow",{"doc_id":70,"site_id":7},594041,1792188639,{"code":4,"msg":73,"data":74},"success",[75,79,83,87,92,97,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":76,"show_sort_weight":77,"slug":78},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":80,"show_sort_weight":81,"slug":82},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Exam",70,"exam",{"id":88,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},5,"Comic",60,"comic",{"id":93,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},6,"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":88,"slug":121},19,"General","general",{"code":4,"msg":73,"data":123},{"doc_id":70,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":137},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 11 | Article 5 |\n| --- | --- |\n| 2021\u003Cbr>Teachers’Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review\u003Cbr>Claire Jackson\u003Cbr>Monash University, Clayton\u003Cbr>Umesh Sharma\u003Cbr>Monash University, Clayton\u003Cbr>Delphine Odier-Guedj\u003Cbr>Monash University, Clayton\u003Cbr>Joanne Deppeler\u003Cbr>Monash University, Clayton\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Leadership Commons, and the International and Comparative Education Commons |  |\n\nRecommended Citation  \nJackson, 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) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n11.5](http://dx.doi.org/10.14221/ajte.2021v46n11.5)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol46/iss11/5](https://ro.ecu.edu.au/ajte/vol46/iss11/5)  \nTeachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review  \nClaire Jackson  \nUmesh Sharma  \nDelphine Odier-Guedj  \nJoanne Deppeler  \nMonash University  \nAbstract: With the number of teacher assistants (TAs) employed in  \nschools steadily increasing, most teachers are likely to work with a  \nTA at various times throughout their career. International research  \nindicates there is scope for teachers to enhance their work with TAs.  \nThis systematic review examines teachers’perceptions oftheir work  \nwith TAs. Twenty-six studies were reviewed to gain insight into  \nteachers’ thoughts, beliefs and/or impressions oftheir work with TAs.  \nTen 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  \nneed for schools and universities to reconsider teacher preparation  \nand ongoing training with respect to teachers’ work with TAs.  \nIntroduction  \nThis 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) .  \nThe 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) .  \nThe 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  \n1 The term Teacher Assistant (TA) is used synonymously with teaching assistant,","cbCaidZrwZawsWEc","https://ap.wps.com/l/cbCaidZrwZawsWEc","pdf",1455233,21,"English","# Abstract\n# Introduction\n## Evolution of the TA role in mainstream education\n## Evidence for inclusive support and structured interventions\n## Risks of ineffective TA use and implications for inclusion","[{\"question\":\"What are the implications highlighted by the review?\",\"answer\":\"Schools and universities should reconsider teacher preparation and ongoing training related to teachers’ work with TAs.\"}]","Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review - Volume 46 - Issue 11 | PDF",1792078421,53]