Publication Title
Teaching Political Science and International Relations for Early Career Instructors
Document Type
Book Chapter - Embargoed (Open Access after Expiration)
Second Department or Program
Latin American and Latinx Studies
Publication Date
12-2-2024
Abstract
Mello develops a reflection on what it means to prepare early career instructors for their career in teaching. This chapter proposes to reconceptualize this preparation in terms of formation, juxtaposed to training. Conceptualized as an often unconscious process, training steers the early career learner to neglect reflexivity and critical thinking and become a passive absorber of knowledge. Formation as a process, however, centers the ECI as an agent of their own learning by privileging critical reflection on and engagement with disciplinary knowledge, history, and politics, with the practices of learning-teaching, and the ways they relate. The chapter intertwines non-linear story-telling, learning-through-reflection, and insights for formation. Without offering a step-by-step on formation, the reader is invited to reflect on particular points for grasping formation as a process that cannot be copied or reproduced and one that requires continual renewal to avoid acritical reproduction of older (or new) structures of practice/knowledge.
Recommended Citation
Mello, R.A. (2024). Critical Reflection and Early Career Instructor Formation. In: Murphy, M.P.A., Hyder, M. (eds) Teaching Political Science and International Relations for Early Career Instructors. Political Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-70733-9_13
Copyright Note
This is the author's version of the work. This publication appears in Bates College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Comments
Original version is available from the publisher at: https://doi.org/10.1007/978-3-031-70733-9_13