Teacher assistants´ mission in Swedish schools: How is it valued and by whom?

Teacher assistants are frequently utilized in Swedish schools, particularly to provide support for pupils requiring special assistance.

However, international research highlighs concerns regarding instances where teacher assistants are tasked with teaching these pupils.

Despite the common use of teacher assistants in Swedish schools, research on their role is limited and lacks central perspectives on their school engagement.In this proposed project, we aim to contribute to knowledge about teacher assistants’ assignments in primary compulsory schools, including school-age educare centers, with respect to pupils in need of special support.

We will investigate their missions from four distinct perspectives: 1) teacher assistants themselves, 2) the school´s special education organization, including principals, special educators, and special needs teachers, 3) guardians of pupils who regularly interact with teacher assistants, and 4) the pupils themselves.

We will conduct a qualitative interview study with a focus on these actors, which will be analyzed using constructivist grounded theory.

Thus, it will be possible to compare the perspectives and generate specific knowledge on teacher assistants´ professional relationships and work situations, as well as the understanding of pupils and their guardians in their interactions with teacher assistants. This knowledge is crucial to comprehending teacher assistants as a special education measure in a nuanced manner.