Abstract
Teaching assistants are essential in the education of students with a disability in all types of school in the Czech Republic. As the importance of and need for teaching assistants continues to grow in schools, the research of their professional identity also advances.
The presented research study aims to establish how the professional identity of teaching assistants is formed. This book chapter presents findings from a qualitative part of the research study "Preconceptions, construction and reconstruction of teaching assistants' professional identity", as well as the discussion of the conclusions.