This qualitative research study examined teachers and teacher assistants perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? <p>Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.

This qualitative research study examined teachers and teacher assistants perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? <p>Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.

The purpose of this study is the challenges that the teaching of SO subjects faces in the multicultural classroom. These challenges pose a problem in the process of developing students with a foreign background. The aim of this study is to highlight the challenges and opportunities that the teacher faces with students in the multicultural classroom as well as the solutions and strategies that the teacher uses to develop multicultural students. Therefore, empirical material from in-depth interviews was used about how teachers work and challenges and strategies related to this teaching area. I found few studies that address challenges and difficulties for those who have to learn socially relevant subjects in Sweden. The method that has been used is to interview four teachers in two schools. The result of this study shows that teachers use different ways to support the students in their learning of the SO subjects, for example, by using lists of important terms and words, or by using a teacher assistant in the mother tongue. By the teacher supporting the students in the right way, the students can apply new knowledge. Keywords: multicultural classroom, mother tongue and teacher assistant.

Thesis "Teacher assistant competences" responds to growing number of teacher assistants in educational system and reflects still remaining ambiguities in delineating requirements on assistants' services and activities. The objective of thesis is on the basis of empirical findings define the basic competences of teacher assistant working in a regular basic school. In its theoretical part thesis works with legislative norms specifying the role of teacher assistant and with findings of relevant researches. The explorative part of thesis is based on qualitatively orientated methodology and processes data from eighty interviews realized with assistants, teachers, principals and pupils with special educational needs from twenty basic mainstream schools. Data in research were processed by classification, coding and schematization with using the form of framework analysis. From the research results author formulates the main outcome - suggested model of competences for teacher assistant professional standard. Powered by TCPDF (www.tcpdf.org)

In the rapidly evolving landscape of artificial intelligence, the potential of large language models (LLMs) remains a focal point of exploration, especially in the domain of education. This research delves into the capabilities of AI-enhanced chatbots, with a spotlight on the "Teacher Assistant" &amp; "Study Buddy" approaches. The study highlights the role of AI in offering adaptive learning experiences and personalized recommendations. As educational institutions and platforms increasingly turn to AI-driven solutions, understanding the intricacies of how LLMs can be harnessed to create meaningful and accurate educational content becomes paramount.The research adopts a systematic and multi-faceted methodology. At its core, the study investigates the interplay between prompt construction, engineering techniques, and the resulting outputs of the LLM. Two primary methodologies are employed: the application of prompt structuring techniques and the introduction of advanced prompt engineering methods. The former involves a progressive application of techniques like persona and template, aiming to discern their individual and collective impacts on the LLM's outputs. The latter delves into more advanced techniques, such as the few-shot prompt and chain-of-thought prompt, to gauge their influence on the quality and characteristics of the LLM's responses. Complementing these is the "Study Buddy" approach, where curricula from domains like biology, mathematics, and physics are utilized as foundational materials for the experiments.The findings from this research are poised to have significant implications for the future of AI in education. By offering a comprehensive understanding of the variables that influence an LLM's performance, the study paves the way for the development of more refined and effective AI-driven educational tools. As educators and institutions grapple with the challenges of modern education, tools that can generate accurate, relevant, and diverse educational content can be invaluable. This thesis not only contributes to the academic understanding of LLMs and provides practical insights that can shape the future of AI-enhanced education, but as education continues to evolve, the findings underscore the need for ongoing exploration and refinement to fully leverage AI's benefits in the educational sector

In this thesis, the theoretical introduction firstly reviews Asperger's syndrome using available scientific resources. Secondly, we discuss major impacts and parameters of the integration process in a general perspective. The empirical part is fosuced on two case studies describing integration of two students who were diagnosed with Asperger syndrome. Data collection was based on direct observation, interview, databases and information from experts. The results and conclusions shall help to improve pegagogical skills of teachers. Furthermore the thesis shall serve as a source of information and guideline for parents, for whom the sufficient education is very essential.

Building upon the genuine interest regarding consensus about the learning-process, the pur-pose of this study is to examine special teachers´ and teacher-assistants´ vision regarding their teaching in a Swedish upper secondary school for pupils with learning disabilities, focusing on their own priorities within their profession. Based on my own experiences as a teacher-assistant and a special teacher in the Swedish compulsory school and upper secondary school for pupils with learning disabilities,The ambition is to be able to draw conclusions from the study's focus groups and how the pro-fessionals discuss different concepts that form the basis of the present study. My hope is that this study will provide knowledge about these central concepts which are “foundation, collabora-tion, curriculum, consensus, development, learning, independence, relationships, teaching, knowledge, adaptations and care”.In order to get the special teachers´ and teacher assistants´ views on the teaching and what the focus is in the teaching, the focus groups were divided into two groups, one with special teach-ers and one with teacher assistants. The reason for this was to allow the participants to speak freely and discuss based on their own view of their professions in interaction with others in the same situationFrom the data gathered in this study, one can conclude that special teachers and teacher assis-tants work in a sociocultural perspective where interactions between the different parties are seen as the most important aspect within their teaching. The results also show that the school in question has a good integration between the professions. However, the term consensus has proven difficult to interpret in connection to dealing with the students and may be used as a topic for future studies.

Bakalauro darbe analizuojamas mokytojo padėjėjo vaidmuo, tenkinant mokinių specialiuosius ugdymosi poreikius. Tyrime dalyvavo 41 mokytojo padėjėjas ir 60 mokytojų, dirbančių su specialiųjų ugdymosi poreikių turinčiais mokiniais. Remiantis moksline literatūra ir teisiniais dokumentais, atskleistas mokytojo padėjėjo vaidmuo pamokinės ir nepamokinės veiklos metu. Anketinės apklausos būdu nustatyta, kokį vaidmenį atlieka mokytojų padėjėjai ir kokios pagalbos mokytojams paprastai reikia iš jų padėjėjų. Atliktas empirinis tyrimas atskleidė mokytojų padėjėjų vaidmenis: ugdo, konsultuoja, pataria, tarpininkauja, organizuoja įvairias veiklas, informuoja, globoja, užtaria mokinius, padeda susitvarkyti daiktus ar aplinką, padeda susitvarkyti higieną, slaugo bei prižiūri. Be to, empirinio tyrimo metu, išryškėjo mokytojų lūkesčiai: mokytojo padėjėjas turi padėti atlikti SUP turintiems mokiniams užduotis, mokėti paruošti metodines priemones, gebėti ugdyti socialinius įgūdžius bei patarti, padėti, globoti, padėti apsitarnauti. Beveik visi respondentai teigia, jog pagrindinis mokytojo padėjėjo vaidmuo – pagalbininkas. Išanalizuota ir atskleista mokytojų ir mokytojų padėjėjų nuomonė dėl mokytojo padėjėjo rengimo ir galimo jo vaidmens. Tiek mokytojų padėjėjai, tiek mokytojai teigia, kad norint kokybiškai tenkinti SUP mokinių ugdymosi poreikius, mokytojų padėjėjams būtinos papildomos specialiosios pedagogikos ir psichologijos žinios. Mokytojų padėjėjai pasigenda komandinio darbo, jiems... [toliau žr. visą tekstą] / This bachelor work analysis teacher assistant role by meeting special educational requirements. 41 assistants and 60 teachers working with pupils having special educational needs has participated in this research. According to the scientific literature and legal documents revealed the role of the classroom teacher assistant, and extracurricular activities. The questionnaire has showed what kind of help teachers usually need from their assistants and what they get in the reality. Teachers and assistants opinion has been disclosed on the matter of education which is needed for their roles. The empirical study revealed the role of teacher assistants: most assistants educates students, consults, advises, mediates and organizes various activities, patronages, intercedes, helps managing things, environment, helps with hygiene, nursing and supervision. In addition to above mentioned, the empirical study revealed teachers expectations: teacher assistants at school helps pupils with tasks during lessons, needs to have skills to prepare methodological tools, ability to develop their social skills and help looking after themselves. Almost all respondents said that the main role of the assistant - is being a helper. Both assistants and teachers said that in order to satisfy the needs of the quality of such pupils, assistant needs special additional education and background in psychology. Teacher assistants experiences lack of teamwork skills and knowledge, they feel undervalued and... [to full text]

My diploma thesis deals with the role of a pedagogical assistant working mostly with gypsy children. I concentrate on the importance of this work position within our educational system with inclusive approach. The theoretical part is devoted to a wider description of a pedagogical assistant position within the current Czech educational system. The empirical part maps requirements and expectations of teachers, pupils and their legal guardians regarding pedagogical assistants and their mutual cooperation. The tools used to explore this area of interest were interviews with the pupils integrated and their legal guardians as well as a research probe carried out by teachers at primary schools. The research demonstrated that teachers really have the same expectations as those presented in professional literature. Besides that, the research revealed total absence of more spread acquaintance among legal guardians of integrated pupils. I regard this finding mentioned above beneficial. It is absolutely crucial for schools to concentrate directly on gipsy communities which both the integrated pupils and the pedagogical assistants come from, and to ensure more frequent and largely spread 'acquaintance.'

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T20:35:03Z No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T20:35:44Z (GMT) No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5) / Made available in DSpace on 2018-06-18T20:35:44Z (GMT). No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5) Previous issue date: 2018-02-23 / In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective. / Nas últimas décadas, surgiram vários movimentos internacionais em prol de um sistema de ensino mais inclusivo e menos segregativo. No Brasil, a inclusão sofreu influências de ideais de educação advindas da Europa e dos Estados Unidos da América. Em relação aos direitos voltados aos estudantes com Transtorno do Espectro Autista (TEA), a Lei Berenice Piana apresenta uma figura de apoio significativa no processo de inclusão desse público, o acompanhante especializado, desde que a sua necessidade seja comprovada. No Distrito Federal (DF), esse apoio é suprido pelo Educador Social Voluntário (ESV). Ao se considerar o ESV como apoio à inclusão educacional do estudante com TEA leva à necessidade de refletir sobre políticas e práticas pedagógicas a ele direcionadas, em virtude dos desafios colocados à educação. Além disso, é discutível se os direitos desses estudantes estão sendo garantidos, posto que nem mesmo a legislação federal garante o do perfil dessa figura de auxílio. Diante disso, e constatada a escassez de pesquisas relacionadas ao ESV no âmbito da inclusão educacional, numa perspectiva mais abrangente, esta pesquisa investiga o processo inclusivo de estudantes com TEA em turmas de integração inversa de escola regular, para descobrir aspectos relevantes sobre o papel do educador social voluntário, a fim de promover a inclusão educacional desse público. A pesquisa teve por objetivo investigar se a atuação do educador social voluntário, em sala de aula, no processo de inclusão do estudante com TEA, contribui para o êxito de seu desempenho escolar ou corrobora uma exclusão velada. A metodologia utilizada foi a pesquisa qualitativa exploratória. Trata-se de um estudo de casos múltiplos com uma unidade de análise. As fontes de evidência utilizadas foram análise documental, observações e entrevistas. Os participantes da pesquisa foram dois professores, duas ESV, uma diretora e uma orientadora educacional de duas escolas regulares da rede pública de ensino do DF nas quais estudavam crianças com TEA em turmas de integração inversa acompanhados por ESV. Processos excludentes foram identificados nos dois casos, ainda que reconhecida a importância desse apoio educacional. A pesquisa concluiu ser necessário um trabalho contínuo de formação em relação ao ESV. A maneira como a legislação distrital está suprindo o acompanhante especializado, a que o estudante com TEA tem direito, não tem sido suficiente para garantir os direitos de aprendizagem da perspectiva da formação integral.