ABSTRACT
This chapter aims to encourage others to try to find the rewards of shared teaching rather than to deter them from its practice. It highlights some pitfalls and some of the less obvious dangers that can prevent the development of a successful team situation before it get off the ground. The issue of support work formed the starting point for a case study which investigated the extent and nature of the involvement of the various groups of people who provided support and extra human resources in the first school. In case study, survey, classroom observation and interview were used to provide information on the involvement and perspectives of supporting adults. Provision was irregular and temporary. The provision and management of within-classroom support demands a shift away from the traditional roles of class teachers and support teachers.
