Teachers' perceptions of their work with teacher assistants: a systematic literature review

Claire Jackson, Umesh Sharma, Delphine Odier-Guedj, Joanne Deppeler

Research output: Contribution to journalReview ArticleResearchpeer-review

3 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)69-88
Number of pages20
JournalAustralian Journal of Teacher Education
Issue number11
Publication statusPublished - 2021


  • Inclusive education
  • teacher assistants
  • Systematic Literature Review

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