A prominent feature of the restructuring of work in the public services has been the growing importance of assistant roles. This article examines the regulation of teaching assistant (TA) roles in 10 primary schools. It examines entry into TA roles, the structure of TA roles and the consequences of TA roles for teachers and assistants. The article develops a series of arguments to explain the variations in the TA workforce between authorities and schools.
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Bach et al. (2006) studied this question.
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