When policy clashes with practice: The case of teaching assistants in the Czech Republic
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Pedagogy |
| MU Faculty or unit | |
| Citation | |
| web | https://sciendo.com/article/10.2478/jped-2022-0009 |
| Doi | http://dx.doi.org/10.2478/jped-2022-0009 |
| Keywords | inclusive education; policy; post-socialist countries; qualitative research; teaching assistants |
| Description | 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 docu-ments. 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 quali-fications; (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. |
| Related projects: |