ABSTRACT
This chapter considers the access to and types of training available to teaching assistants (TAs). It shares how formal and informal learning impact on TAs’ ability to manage behaviour. The chapter discusses the current arrangements for training and expectations of TAs. The chapter discusses how workplace learning, rather than formal training, often occurs and how this can support and constrain TAs’ managing behaviour. The term ‘training’ as used includes access both to the school-based training as well as the external courses and qualifications. The fragmented and varied deployment TAs in Trent, J. research, and more widely, experienced in schools can make implementing or organising training difficult. This resonated with the difficulties Trent found in addressing the training needs for the multiple roles TAs had, where Trent, J. suggested that the role overload TAs experienced was associated with what he termed ‘weakened efficiency’.
