簡要介紹了歷史教學助理的角色變化。由于政府在2003年提出了改變學校內部人員結構的倡議，近年來，助教的角色發生了巨大的變化(Pugh, J. 2007)，并已導致大量關于這些變化對兒童學習的有效性的出版物和研究。從歷史上看，教學助理或輔助人員(他們以前有時被稱為輔助人員)是沒有教學經驗的成年人，他們幫助合格的教師進行日常的準備和管理工作，并向兒童提供照顧。(克萊頓，1993年)然而，1998年，《地方政府紀事報》發表了一份《綠皮書》的摘要(1998年)，其中概述了增加雇用輔助人員的建議(到2002年增加2萬名)，以便為教師提供更多的支持。總結還宣布政府的建議”更有效利用,更好的培訓,教學助理和其他學校后勤人員”,以及后續OfSTED審查(2002 a, p6)宣布需要培訓,“匹配任何擬議的結構條件,促進職業發展。因此，當助教就成了一種職業，由此引發了關于助教角色的真正爭論。
A brief history into the changing role of the teaching assistant. Due to the governments 2003 initiative to change the staffing structure within schools, the role of the Teaching Assistant has changed significantly in recent years (Pugh, J. 2007) and has, in turn, led to numerous publications and studies concerning the effectiveness of these changes on children’s learning. Historically, teaching assistants, or auxiliaries as they were sometimes formerly known, were non teaching adults who helped qualified teachers by carrying out day to day preparatory and administrative tasks and providing pastoral care to children. (Clayton. 1993) However, in 1998, the Local Government Chronicle published a summary of a Green Paper, (1998), in which they outlined proposals for employing a greater number of support staff – 20,000 by the year 2002 – in order to provide more support for teachers. The summary also announced the government’s suggestions for a “more effective use of, and better training for, teaching assistants and other school support staff” which, along with a subsequent OfSTED review (2002a, p6) declared the need for training that would, “match any proposed structure of qualifications and to facilitate career progression.” Working as a teaching assistant thus became a career and so began the real debate about the role of the teaching assistant.