ABSTRACT

In this paper, the guest editors consider the direction of research on teaching assistants (TAs), and how academics can elevate the field within the spheres of education and the social sciences. We begin by unpicking, and endorsing, Giangreco’s idea of applying the ‘Maslow’s Hammer test’ (expressed in this special issue) to manuscripts about studies of TAs and inclusion to journal editorship and peer review processes. The purpose of the test is to address the disproportionate attention paid by researchers to a set of narrow and recurring interests, and to open up new lines of inquiry and discussions about the innovative methodological approaches required to operationalise them. Secondly, we describe a persistent and urgent research gap: the shortage of international data on TAs. Given the pre-eminence of TA deployment as a means to facilitate access to and participation in mainstream education for pupils with special educational needs, we argue that the continued lack of large-scale data on TAs’ characteristics, experiences, practices and impact poses a risk to advancing the global inclusion agenda. Finally, we make a call for expressions of interest in establishing an international research network to help expand, empower and raise the esteem the field of scholarship on TAs. 

摘要

在本文中，特邀编辑考虑了助教（TA）的研究方向，以及学者如何在教育和社会科学领域内提升这一领域。我们首先选择并认可Giangreco的想法，即在有关TA的研究手稿中应用“马斯洛锤测试”（在本期特刊中表达），并将其纳入期刊编辑和同行评审过程。该测试的目的是解决研究人员对一系列狭and而又反复发生的兴趣的不成比例的关注，并开辟新的探究途径，并讨论实现它们的创新方法论方法。其次，我们描述了一个持续而紧迫的研究差距：缺乏有关技术援助的国际数据。鉴于将TA的部署作为促进有特殊教育需求的学生获得和参与主流教育的一种手段，我们认为，继续缺乏关于TA的特征，经验，做法和影响的大规模数据构成了一个问题。有推进全球包容性议程的风险。最后，我们呼吁有兴趣建立国际研究网络，以帮助扩大，授权和提高对TA的学术领域的尊重。