PL EN


2015 | 2(28) | 41-53
Article title

Zadania asystenta nauczyciela w brytyjskim systemie edukacji

Authors
Selected contents from this journal
Title variants
EN
The responsibilities of the teaching assistant in the British education system
Languages of publication
PL
Abstracts
PL
W artykule przedstawiono tło historyczne kształtowania się roli asystenta nauczyciela w brytyjskim systemie edukacji, a następnie analizę wyników badań poświęconych opisowi tej roli oraz jej rzeczywistym efektom. Z badań tych wynika, że chociaż pomoc asystenta oceniana jest pozytywnie, powoduje także oddzielenie ucznia ze specjalnymi potrzebami edukacyjnymi od nauczyciela, programu i rówieśników oraz nie wpływa korzystnie na efekty nauczania. Nie jest to wina asystentów, lecz raczej wynik braku ich przygotowania oraz przygotowania nauczyciela do współpracy z personelem pomocniczym. Zaprezentowano zatem opracowany przez Petera Blatchforda i współpracowników skuteczny program przeciwdziałania temu zjawisku. Odpowiednie przygotowanie asystenta i udzielanie mu pomocy w pracy z uczniem okazało się kluczowe dla poprawy wyników nauczania i pozwoliło nauczycielowi zyskać czas do pracy z uczniami ze specjalnymi potrzebami edukacyjnymi.
EN
The article presents the development of the teaching assistant’s role in the British education system against the historical background and analyzes the results of research into this role and its real effects. The research shows that although the assistance of the teaching assistant is assessed positively, it also separates the student with special educational needs from the teacher, the curriculum, and his/her peers. Students who received the most support from a teaching assistant were found to make significantly less academic progress than comparable students who received less support. The research revealed that the discrepancy was the result of insufficient training offered to assistants. The paper presents an effective prevention program developed by Peter Blatchford and his colleagues. The implementation of the program showed that the proper preparation of assistants and the teacher-assistant cooperation were crucial to students’ school performance and allowed the teacher to spend more time on working with students with special educational needs.
Contributors
  • Uniwersytet Technologiczno-Humanistyczny, ul. Malczewskiego 22, 26-600 Radom; tel. + 48 48 3617841
References
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  • Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., Webster, R., Babayiçit, S., Haywood, N. (2008). Deployment and Impact of Support Staff in Schools and the Impact of the National Agreement: Results from Strand 2 Wave 1 – 2005/06 Report. London: DCSF.
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Document Type
Publication order reference
YADDA identifier
bwmeta1.element.desklight-1cbf806c-9299-4957-a786-5131f8965495
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