"They went on the so-called front-line": Headteachers on the importance of teacher assistants supporting Roma students during Covid-19 pandemic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10430933" target="_blank" >RIV/00216208:11410/21:10430933 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9joSlSMGys" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9joSlSMGys</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5507/epd.2021.022" target="_blank" >10.5507/epd.2021.022</a>

Jazyk výsledku

angličtina

Název v původním jazyce

"They went on the so-called front-line": Headteachers on the importance of teacher assistants supporting Roma students during Covid-19 pandemic

Popis výsledku v původním jazyce

Socially disadvantaged Roma students are one of the most vulnerable groups in education. Since the 1990s, one of the effective tools supporting the education of these students has been the job of teacher assistant (TA). The article presents the results of a study focused on the distance education of Roma students during school closures at the time of the Covid-19 pandemic in 2020. The research was based on semi-structured interviews with headteachers and other school staff from six elementary schools attended by socially disadvantaged Roma students. The aim of the study was to describe examples of good practice in distance education; the article focuses particularly on the contribution of teacher assistants, which consisted of: a) TAs establishing contact with students who do not attend online lessons; b) TAs helping to distribute printed learning materials to students, at schools as well as in the localities where the students lived; c) TAs providing one-to-one consultations for the students who were the most in need; d) TAs helping students and their parents to learn how to use the programs necessary for online learning; e) TAs providing online tutoring for students; f) TAs helping teachers with the organization of teaching in smaller groups of students after the schools opened. The described examples of good practice should be the starting point for the further professional development of teacher assistants and their involvement in the education of socially disadvantaged Roma students.

Název v anglickém jazyce

"They went on the so-called front-line": Headteachers on the importance of teacher assistants supporting Roma students during Covid-19 pandemic

Popis výsledku anglicky

Socially disadvantaged Roma students are one of the most vulnerable groups in education. Since the 1990s, one of the effective tools supporting the education of these students has been the job of teacher assistant (TA). The article presents the results of a study focused on the distance education of Roma students during school closures at the time of the Covid-19 pandemic in 2020. The research was based on semi-structured interviews with headteachers and other school staff from six elementary schools attended by socially disadvantaged Roma students. The aim of the study was to describe examples of good practice in distance education; the article focuses particularly on the contribution of teacher assistants, which consisted of: a) TAs establishing contact with students who do not attend online lessons; b) TAs helping to distribute printed learning materials to students, at schools as well as in the localities where the students lived; c) TAs providing one-to-one consultations for the students who were the most in need; d) TAs helping students and their parents to learn how to use the programs necessary for online learning; e) TAs providing online tutoring for students; f) TAs helping teachers with the organization of teaching in smaller groups of students after the schools opened. The described examples of good practice should be the starting point for the further professional development of teacher assistants and their involvement in the education of socially disadvantaged Roma students.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

e-Pedagogium [on-line]

ISSN

1213-7499

e-ISSN

—

Svazek periodika

21

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

7-17

Kód UT WoS článku

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EID výsledku v databázi Scopus

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