With the number of teacher assistants (TAs) employed in
schools steadily increasing, most teachers are likely to work with a
TA at various times throughout their career. International research
indicates there is scope for teachers to enhance their work with TAs.
This systematic review examines teachers’ perceptions of their work
with TAs. Twenty-six studies were reviewed to gain insight into
teachers’ thoughts, beliefs and/or impressions of their work with TAs.
Ten perceptions of teachers relating to the manner in which they work
with TAs were identified and further categorised into four key themes
of roles and responsibilities, planning and pedagogy, leadership, and
interpersonal relationships. Implications from the review highlight a
need for schools and universities to reconsider teacher preparation
and ongoing training with respect to teachers’ work with TAs.