When policy clashes with practice: The case of teaching assistants in the Czech Republic

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Publikace nespadá pod Filozofickou fakultu, ale pod Pedagogickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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SLEZÁKOVÁ Katarína KISSOVÁ Lenka FELCMANOVÁ Lenka

Rok publikování 2022
Druh Článek v odborném periodiku
Časopis / Zdroj Journal of Pedagogy
Fakulta / Pracoviště MU

Pedagogická fakulta

Citace
www https://sciendo.com/article/10.2478/jped-2022-0009
Doi http://dx.doi.org/10.2478/jped-2022-0009
Klíčová slova inclusive education; policy; post-socialist countries; qualitative research; teaching assistants
Popis Since the mid-2010s, Czech Republic has been implementing inclusive education measures on a wide scale. Five stages of supportive measures have been introduced, including the assignment of teaching assistants (TAs) for students with special educational needs. In the four years since the main reform, the assignment of TAs has become the most implemented supportive measure, even as their role in promoting inclusive education has been questioned in the scholarly literature. We base our findings on empirical research in primary schools and relevant policy docu-ments. This paper focuses on the clashes between policy intentions and the practice of incorporating TAs into classrooms. We organise the findings into four categories of policy/practice conflicts: (1) ambiguous TA job descriptions; (2) insufficient TA quali-fications; (3) combined TA contracts due to lack of funding; and (4) inconsistencies in TA appointments. Our findings suggest that, in practice, policy-regulated measures often do not correspond to the actual needs of schools.
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