Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong

Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong

• Rose, Richard Centre for Special Needs Education and Research, University of Northampton, Northampton, UK
• Forlin, Chris Hong Kong Institute of Education

International Journal of Inclusive Education, 14(3), 309-323, 2010

Routledge

2010

• M Teachers & Education for Teachers
  • MB Training for Other Educational Staff
• E Special Education
  • EG Inclusive Education
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Private Schools International Schools Teachers' Assistants Focus Groups Self-Esteem Education Paraprofessionals Education Policy Inclusive Education Special Education Special Education Needs

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper reports research that evaluated the efficacy of training for education assistants and its impact upon changing practices in a group of private international schools in Hong Kong, China. Two cohorts of education assistants received training through an education institute. The focus was on supporting and fostering inclusive practices in schools. The expectations and perceptions of the education assistants regarding the training was recorded through survey and focus group interviews and discussed alongside international literature in the area of classroom support and inclusive schooling. The paper concludes that the provision of training was successful in meeting education assistants' expectations and in increasing personal confidence and raising self-esteem, but that they face many challenges if their learning is to be applied. The research further reveals that education assistants within Hong Kong schools lack clarity in their role and a narrow understanding of how they may be most appropriately utilised within schools has led to a limiting of their deployment. Implications for training providers and the teaching profession are discussed.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603110802504895]

• English

Journal Articles

• 13603116

• 10.1080/13603110802504895

https://bibliography.lib.eduhk.hk/bibs/a703c939

2010-12-24