<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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 documents. 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 qualifications; (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.</p>
</abstract>

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 documents. 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 qualifications; (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.

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

Ph.D., Department of Forest Ecology / Institute for Research in Inclusive Education, Faculty of Forestry and Wood Technology / Faculty of Education

Mendel university in Brno / Masaryk University

Ph.D., Department of Special Education Faculty of Education

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Since the mid-2010s, Czech Republic has been implementing inclusive education measures on a wide scale. Five stages of supportive measures have been...

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

Publié en ligne: 14 janv. 2023

Pages: 77 - 103

DOI: https://doi.org/10.2478/jped-2022-0009

Mots clés
inclusive education, policy, post-socialist countries, qualitative research, teaching assistants

© 2022 Katarína Slezáková et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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

Publié en ligne: 14 janv. 2023

Pages: 77 - 103

DOI: https://doi.org/10.2478/jped-2022-0009

Mots clésinclusive education, policy, post-socialist countries, qualitative research, teaching assistants

© 2022 Katarína Slezáková et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
inclusive education, policy, post-socialist countries, qualitative research, teaching assistants