Becoming a Teaching Assistant

Carol Robinson's research interests combine theoretical and empirical work and focus on two main areas: the voices, experiences, rights and empowerment of children and young people; and the development of learning and professional knowledge through doctoral study and its enactment in practice. These interests developed from her experience as a classroom teacher in a range of secondary and special schools and from her experience of teaching on doctoral programmes. She has been involved in a number of research projects both locally and nationally and have led several Pupil Voice projects in primary, secondary and special schools, helping staff to develop ways of listening to the voices of the young people in their schools She also led the Pupils' Voices strand of the University of Cambridge Primary Review of Education in England. She is currently a principal researcher on a project investigating how young people with low aspirations can be supported to raise their aspirations and self esteem and she is involved in a Building Communities Through Dialogue (BCTD) project exploring children's, parents' and teachers' perceptions of dialogic learning approaches in the classroom. She is also on the steering group for the development of UNICEF UK's school based Rights, Respecting Schools Programme and she is the Cambridge Primary Review regional centre coordinator for the south east region. Her methodological interests focus on constructivist approaches to research and within this, she particularly favours narrative approaches.

PART ONE: EXPERIENCES OF ENTERING HIGHER EDUCATION I Never Thought I'd Be Here, But Here I Am Preparing for Your Course Developing as a Learner Succeeding and Growing in Confidence PART TWO: LEARNING IN HIGHER EDUCATION Developing Study Skills Personal Organisation and Expectations Meeting Assessment Criteria PART THREE: DEVELOPING PROFESSIONAL SKILLS AND KNOWLEDGE Implementing National Strategies Inclusion Do We Know What We Mean? Thinking About Behaviour Management PART FOUR: ISSUES OF PROFESSIONALISM Finding a Place in the Professional Landscape Moving On

Becoming a Teaching Assistant recognizes the rapidly changing world of TAs. It highlights the importance of their role in teaching and learning whilst emphasising the need to nurture them as they embark upon more considered and structured professional development. It sets out to support all TAs, not just those who wish to use higher academic qualifications as a route into teaching. -- Journal In-Service Education A book founded in considerable experience... tackling the higher education experience itself: how to keep organized... advice is always valuable for people returning to learning at whatever level. -- Gerald Haigh I thought the book was a valuable tool for Teaching Assistants attending any training either at FE or HE. I am doing an on-line degree myself. I started to read the book after my first assignment went in but once I started to read the book I really wished that I had read it a lot sooner. The way it gently builds the learner up to thinking about professional development, then applying for courses is exactly what is needed. I also like the key areas the book homes in on when going through HE or FE, looking at time management not only form a work perspective but from the home environment too. The guidance on building confidence, developing study skills are essential to any learner who is new to this sort of environment. The progression the book takes you through developing your own reading and writing this is something every learner needs support with. For any TA or learner looking at Professional Development as a Teaching Assistant this is a book that I would use and find very valuable. -- Carole Tonner This book is aimed at all TAs who are undertaking undergraduate-level programmes such as CPPLS, CAPPLS, CEP or a Foundation Degree. A TA on the CEP course states: ...it's probably the best book on the subject I've read ... it's full of useful tips. -- East Riding of Yorkshire's TA Newsletter The text is made extremely accessible by the inclusion of plenty of case study material and there's a nice combination of practical advice and illustrative text. A feature of the book is the tasks or activities that are suggested to the reader. It's likely that these are most likely to be used by training providers than individuals, but that would be a shame as there are many activities that would help to provide a structure for personal reflection and development. -- TA Help Website The book is littered with real-life examples, it will be hard to think of a scenario that has not been described and expanded upon. There are numerous activities to help you recognise and challenge your existing way of working. -- Fiona Jukes