Publication details
Tenze jako hybatel změn ve spolupráci učitelů a asistentů pedagoga: podpora žáků ze sociálně znevýhodněného prostředí
| Title in English | Tensions as a Driver of Change in the Collaboration between Teachers and Teaching Assistants: Supporting Pupils from Socially Disadvantaged Backgrounds |
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| Authors | |
| Year of publication | 2026 |
| Type | Peer-reviewed scientific article |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| web | https://doi.org/10.14712/23362189.2024.4746 |
| Doi | https://doi.org/10.14712/23362189.2024.4746 |
| Keywords | socially disadvantaged background; collaboration of teacher and teaching assistant; CHAT; activity system; tension |
| Description | This study analyzes collaboration between teachers and teaching assistants within the framework of inclusive education in socially disadvantaged settings. The aim is to identify tensions emerging in this collaboration and to clarify how these conflictual moments influence practitioners’ actions in addressing students’ needs. The research employs a qualitative multiple case study design focusing on four pedagogical pairs. Data were collected through interview transcripts and participants’ self-reflective journals, and subsequently subjected to tension analysis. The analysis reveals how existing tensions shape pedagogical strategies oriented toward individual student needs. A central finding is the specific conceptualization of the school as a safe, therapeutically oriented space that compensates for the lack of support in students’ natural social environments. This understanding of the school’s role fundamentally determines the ways in which practitioners direct their support toward students. This study highlights the flexibility of educators who actively overcome tensions stemming from an awareness of the limitations of their own interventions. It appears that the reflection on the limited reach of assistance in meeting students' needs leads practitioners to seek adaptive forms of collaboration. |
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