ABSTRACT
This chapter focuses on the nature and quality of TA-to-pupil interactions. It looks at the implications for TAs in pedagogical roles concerning the second main component of the Wider Pedagogical Role model practice. Specifically, focusing on two dimensions of talk that emerged from the EDTA project and are of interest to many of the schools that participates in MITA programme, effective questioning skills and supporting and developing pupil's independent learning skills. Schools in the EDTA project recognized that developing more effective questioning skills required changing deeply embedded practices, and this situation is echoed in many of the schools as part of the MITA programme. Scaffolding is the key to providing a quality learning experience, and when carried out correctly, it leads to not only greater independence, but also to an improved ability to cope with learning challenges and setbacks.
