While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary school for children with SEMH. TAs were canvassed for their perceptions of their pedagogical ethos, characteristics and training. Similarly, classroom teachers and managers were also surveyed for their perceptions. Results show that TAs demonstrate a sound understanding of the nurture approach; value the traits of empathy, resilience and patience; and place high value on experiential learning for training. Teachers were found to prioritise knowledge for the TA role, while TAs emphasised pupil support and teamwork. Issues of role parity and relationships are discussed. [ABSTRACT FROM AUTHOR]

中文翻译：

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养育知识：SEBD儿童助教的经验

尽管助教（TA）的知识库在增长，但对助教的重视程度却有所降低，特别是那些与有社会，情感和心理健康困难（SEMH）的孩子一起工作时采用“养育方法”的助教。为了探索这一点，我们在一个特殊的，为SEMH儿童提供营养的小学中，对助教和教师进行了案例研究。对TA进行了考察，以了解他们对教学精神，特征和培训的理解。同样，还对课堂教师和管理人员的看法进行了调查。结果表明，助教对培养方法有很好的理解。重视同理心，韧性和耐心的特征；并高度重视体验式学习培训。发现教师优先考虑助教角色的知识，TA则强调学生的支持和团队合作。角色平等和关系的问题进行了讨论。[作者的摘要]