Research participation as CPD: Illuminating professional learning outcomes for Teaching Assistants involved in a secondary school literacy initiative

Abstract

Eight teaching assistants (TAs) took part in a four school-term research programme focussing on the development of student word-reading skills using an intensive formative assessment approach known as Precision Teaching (PT). As part of this project the TAs underwent an intensive initial training experience and took part in regular centre or school-based support sessions designed to progressively enhance staff competence in PT delivery. Following cessation of the formal research into the outcomes of PT on student word-reading skills, each TA participated in a semi-structured interview designed to illuminate their learning through their involvement in the initiative with reference to formative assessment practices. In combination with the records kept during the planned support sessions, responses to the interviews point to developments in TAs’ understandings of the processes of ‘teaching and learning’ within the context of broader formative or ‘assessment for learning’ (AfL) practices that could be generalised across their working environments. Moreover, it is argued that within a context of striking cuts to public sector budgets practitioner-based research projects such as these represent an effective investment of EP resources in offering a marked contribution to staff development.