Methods and Skills Qualitative Research

Bachelor of Arts in Facilitating Inclusive Education
EDS 2001: Research Methods and Skills
Qualitative Research Component Reading Template
Kindly use this Template to guide you through a structured reading of
qualitative research in early years’ education and care.
Make sure that most of your summary is in your own words. When you
quote from the text use quotation marks and give the reference in the
appropriate form (author, date, page number).
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Section A: The Reference
Bowles, D., Radford, J., & Bakopoulou, I. (2018). Scaffolding as a key role for
teaching assistants: Perceptions of their pedagogical strategies.
British Journal of
Educational Psychology,
88(3), 499-512.
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Section B:
Keywords: Scaffolding, teaching assistants, pedagogical strategies, EP practice,
interview
New words: emotional support, curricular support, and relational support
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Section C : The Abstract
It is seen that the inclusive education policies have leading to the global
rise in amount of TAs and teaching assistances. They have been working under
the mainstream schools. Further, TAs comprise of huge quantity of liabilities or
supporting the children having special needs of education along with the
disabilities. Then there are roles that are by default turning to be instructional as
per practices. For this preparation and training are rarely sufficient. For
researches have been there to the kind of interaction of TA with the strategies
and pupils used by them. These are useful for the learning of children.
Perspective of TAs’ on their individual classroom practice has been still to be
explored. The following study, investigates the perceptions of TA and usage of
inclusive strategies that are of pedagogical in nature. This has included 11 TAs to
the couple of mainstream primary education schools. Next, there are the
methods where the TAs are been undertaken with face to face interview for
exploring the view-points regarding strategies that are inclusive pedagogical in
nature. These data were been assessed through using the thematic assessment.
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Regarding the outcomes, the TAs are seen to be clear about measures used for
providing relational and emotional level support to children.
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Section D: The Introduction and Literature Review
The scaffolding is also known as staging of scaffold. This is the temporary
structure. It is used for supporting the materials and work crew. This is to aid in
construction, maintaining and then repairing of different buildings. It comprise of
bridges and various other kind of man-made structures. These are used broadly
on site for getting the access to areas and heights which can prove to be
problematic to get to. Here, various literature studies are conducted that
involves the pedagogical role of the TAs, high-quality of discourse present within
the inclusive classroom and scaffolding to be the primary key for TA. As the
framework the model named ‘Planning and Assessing for Independence’ is used.
The framework consists of different strategies that are structured for assuring
that child performs as much they can perform for their own. For instance, the
prompting and questioning has been lessening the strategies of support
attempted before the modelling could be done to the extent that support is not
provided automatically to the starting of the task. Here, semi structured
interviews are utilized for exploring the views of TA regarding the practice at
classroom. Apart from that, the literature across the influential inclusive
pedagogy long with discourse in classroom have affected the design of the
schedule of interviews. Here every question is related to particular aspect of
literature.
Context of the study:
There is the necessity to support children having SEN or special
educational necessities under the inclusive type of classrooms. There are various
nations that has been continuing to be provided the TAs or teaching assistances.
Though they have been commonly taking liabilities for the instruction. Here, they
are rarely and suitably prepared and trained. Since, TAs consist of ample scopes
for the group and individualized interactions. Thus the context of the present
study is understanding scaffolding as the main theory for informing the
practices. Apart from that there are various perceptions related to the
pedagogical strategies.
Research questions:
What are the perspective of TA regarding their individual inclusive pedagogical
strategies?
How is scaffolding having a basic and important role for various teaching
assistances?
How can this be perceived from the various pedagogical strategies?
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