Nurture Groups: Perspectives from Teaching Assistants Who Lead Them in Britain

Middleton, Tristan ORCID: 0000-0001-8111-3856 (2020) Nurture Groups: Perspectives from Teaching Assistants Who Lead Them in Britain. In: Discourses We Live By: Personal and professional perspectives on education. Open Book Publishers, Cambridge, pp. 185-205. ISBN 9781783748518

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Abstract

Within the context of a small-scale narrative inquiry research project, this chapter considers the impact of working with children with challenging behaviours, the boundaries between the professional and the personal, and the impact of school leadership. The level to which practitioners’ beliefs and values are reflected with the discourses of their narratives is then considered and implications for practice are suggested. Furthermore, the impact of the discourse between researcher and participants, within the research context, will be explored. The intersection between the practitioners’ discourse and that of a ‘like-minded’ researcher will be considered and the transformative nature of the meeting of these discourses during the course of the research will be discussed.

Item Type: Book Section
Additional Information: Chapter 8.
Subjects: L Education > LB Theory and practice of education
Divisions: Schools and Research Institutes > School of Education & Humanities > Education
Research Priority Areas: Society and Learning
Depositing User: Tristan Middleton
Date Deposited: 19 Jul 2019 10:14
Last Modified: 01 Aug 2021 23:37
URI: http://eprints.glos.ac.uk/id/eprint/7028

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