‘I can sort of slot into many different roles’: examining teacher aide roles and their implications for practice : examining teacher aide roles and their implications for practice

This study utilised role theory to investigate teacher aide roles within regional schools in Queensland, Australia. Twenty primary school teacher aides were interviewed; data were triangulated with 27 teacher aides' responses to a follow-up questionnaire and interviews with 6 administrative staff. Data suggest that classroom instructional support roles and small group instruction dominate teacher aide work; they also perform many non-instructional roles and work individually with students with diverse needs. School leaders must reconsider the roles expected of these professionals given their position, professional training and remuneration, better supporting teacher aides through improved communication, collaboration and sustained professional learning opportunities.