Welcome to all new teachers at LSE. I hope you will enjoy the challenges and stimulation of working with some of the most capable social science students internationally, and that you will find the School to be supportive of you in this important role. You join a team of approaching 900 full-time-equivalent academics at LSE. .
If this is your first experience of teaching, you will face several challenges in the coming year. I hope this guide will help you to address some of them. The experience should also be enriching: it should help to embed your own understanding of the subjects you teach; it may provide some useful breadth, to complement the focus of doctoral research work; there may be opportunities for you to discuss your own research with students and without doubt the experience of teaching will strengthen your communication skills, and provide useful evidence for future job applications both within academia and beyond.
LSE is keen to support the development of future faculty. We know our PhD students go on to take up academic posts in universities across the globe. That is why we take this development work seriously, and offer all teachers in the School the opportunity to progress through to formal qualification level if they so wish. For sure there is plenty of artistry and scope for personal flair in teaching, but there are also plenty of things about the teaching and learning process that you can usefully find out about from others, practise, reflect on, and get feedback on. Take advantage of what is on offer both from the Teaching and Learning Centre and from the departments where you teach, full-time faculty, fellow teachers, peers and students. These different voices and perspectives can all make important contributions and help you establish your personal and distinctive approach.
Please feel free to contact the Teaching and Learning Centre at any time if you have questions about teaching and student learning support at the LSE - follow the link above for contact details.
This is my first experience as a GTA. Accordingly, I read the handbook word-by-word at least once. I even distributed to the class excerpts of the handbook that pertain to the role of the GTA so that they know what they can reasonably expect from me.
International Relations GTA
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