AbstractThis report presents the “Pedagogy Lab,” a practice-based graduate seminar modeled on the structure and logic of a STEM laboratory. Designed to address the limitations of traditional graduate teaching assistant (GTA) preparation in language programs, the Lab replaces one-off workshops and theory-heavy seminars with a recursive, inquiry-driven environment. Drawing on principles from experiential learning and reflective practice, the Lab organizes weekly “experiments” in the form of lesson design, microteaching, peer review, and iterative feedback. Like scientific labs, it treats pedagogical knowledge as something to be tested, observed, and refined over time. GTAs are positioned as practitioner-researchers who explore instructional hypotheses in a controlled, feedback-rich space. Thematic modules anchor each week’s inquiry. Additional components such as classroom observations, discussion forums, and a teaching portfolio (similar to a cumulative lab report) reinforce the course’s lab-based ethos and support the development of reflective teaching identities. Originally implemented in a German graduate program, the Lab offers a replicable, discipline-specific model for GTA development across language contexts. Ultimately, the Pedagogy Lab posits that applied, iterative, and field-specific training is essential for preparing language GTAs to meet the complex realities of instruction shaped by shifting institutional expectations, technological change, and the demand for student-centered pedagogy.
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