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ERIC Number: EJ914553
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1175-9232
A Shackled Heart: Teacher Aides' Experience of Supporting Students with High Needs in Regular Classes
Tutty, Chris; Hocking, Clare
Kairaranga, v5 n2 p3-9 2004
The purpose of this study was to seek understanding of the experience of those who support students with high needs in regular classes. Seven teacher aides were interviewed, with the interview and data analysis guided by Heideggerian phenomenology. The findings reveal that teacher aides are unprepared for the responsibility or the relationship that develops with students. The nature of this relationship is brought to light, revealing meaning for teacher aides' mode of caring and how they provide support. As they embody experiences of the student as their own, teacher aides feel "one step away from mother". Their support goes beyond the boundaries of the school day, as they constantly worry and plan ahead. Their hearts are shackled. Serious concerns arise for teacher aides and students when there is an absence of awareness and acknowledgement of the nature of the relationship being created.
New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand