Lesson Study in Introduction to International Relations

Autor/inn/en	Burt, Lindsay; Klotz, Audie
Titel	Lesson Study in Introduction to International Relations
Quelle	In: Journal of Political Science Education, 19 (2023) 2, S.219-230 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2022.2127361
Schlagwörter	Introductory Courses; International Relations; Graduate Students; Teaching Assistants; Science Education; Curriculum Design; Curriculum Evaluation; Lesson Plans; Mentors; Cooperative Learning; Professional Development + Suchen Sie Ihr Suchwort? Einführungskurs; Internationale Beziehungen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Naturwissenschaftliche Bildung; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lesson planning; Unterrichtsplanung; Kooperatives Lernen
Abstract	Graduate teaching assistants (GTAs) who run independent sections for larger lecture courses typically receive insufficient feedback. Course evaluations, already flawed by numerous biases, offer an amalgam of student reactions to lecture and section, even when comments specifically laud or criticize section instructors. Course designs also vary greatly: Some professors meet regularly with their team of GTAs; others delegate to a lead GTA; and many simply let their GTAs do anything that gets students talking. Instead, we advocate a team-orientation approach: Lesson Study. Modifying the use of Lesson Study in science education, in turn adapted from a Japanese approach gaining popularity among K-12 educators, we concentrate on mentoring that emphasizes collaborative learning, rather than likeability surveys. Sections use a common assignment, which facilitates GTA participation in design and evaluation. The team meets in advance to confirm common pedagogical goals and again after sections to debrief. Insights may lead to immediate adaptations in subsequent assignments in the same term or revisions to the original assignment in subsequent semesters. Overall, this approach centers the collective articulation of lesson plan design and delivery through deliberately reflective practices that benefit both faculty members and GTAs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01