Role and educational significance of teaching fellows in “Basic Rhetoric”

TSUKAHARA Sohei, TAMURA Shigehiko, NAKANO Mika

doi:10.15017/7339186

Bibliographic Information

Other Title

「レトリック基礎」におけるTF の役割とその意義
「レトリックキソ」ニオケル TF ノヤクワリトソノイギ

Search this article

Description

It has been approximately 30 years since the introduction of the teaching assistant system in Japanese universities. During this time, various issues became apparent, prompting institutional reforms at several universities. At Kyushu University, the previously singular teaching assistant qualification has been divided into three levels, with the newly introduced teaching fellow position. While the traditional teaching assistant role focused on supplementary classroom support, teaching fellows are granted greater authority, allowing for a more collaborative role with the instructor, aiming to enhance the educational effects of the position. However, there has still been insufficient investigation into the effectiveness of these changes, and educational methods involving teaching fellows remain in development. This study presents the contribution of the teaching fellow to students’ learning in the KIKAN education course Basic Rhetoric. We conducted a survey among participants, collecting responses concerning the learning they obtained from lectures and those obtained from a teaching fellow. The results indicated that many students acquired knowledge of expression techniques and idea generation as a result of the lectures. Conversely, several students gained insights into time management through the advice of a teaching fellow. These findings provide important implications regarding their role and the educational significance of the enhancements they provide to classroom learning.

Journal

基幹教育紀要

基幹教育紀要 11 41-53, 2025-02-21

Faculty of Arts and Science, Kyushu Unieversity