WHEN POLICY CLASHES WITH PRACTICE: THE CASE OF TEACHING ASSISTANTS IN THE CZECH REPUBLIC

• Authors: Slezáková Katarína , Kissová Lenka , Felcmanová Lenka
• Languages of publication: EN

Abstracts

EN

Since the mid-2010s, Czech Republic has been implementing inclusive education measures on a wide scale. Five stages of supportive measures have been introduced, including the assignment of teaching assistants (TAs) for students with special educational needs. In the four years since the main reform, the assignment of TAs has become the most implemented supportive measure, even as their role in promoting inclusive education has been questioned in the scholarly literature. We base our findings on empirical research in primary schools and relevant policy documents. This paper focuses on the clashes between policy intentions and the practice of incorporating TAs into classrooms. We organise the findings into four categories of policy/practice conflicts: (1) ambiguous TA job descriptions; (2) insufficient TA qualifications; (3) combined TA contracts due to lack of funding; and (4) inconsistencies in TA appointments. Our findings suggest that, in practice, policy-regulated measures often do not correspond to the actual needs of schools.

Keywords

EN

INCLUSIVE EDUCATION; POLICY; TEACHING ASSISTANTS; CZECH REPUBLIC

• Publisher: Faculty of Education, Trnava University
• Journal: Pedagogický časopis (Journal of Pedagogy)
• Year: 2022
• Volume: 13
• Issue: 2
• Pages: 77 – 103

Contributors

author

Slezáková Katarína

• Institute for Research in Inclusive Education, Faculty of Education, Masaryk University, Poříčí 31a, Brno 603 00, Czech Republic

author

Kissová Lenka

author

Felcmanová Lenka

Identifiers

DOI

10.2478/jped-2022-0009