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This book analyses legal education from a pedagogical perspective. Using Canada as a casestudy, it sets out the dominant teaching and evaluation methods used in law schools and explains the factors that influence individual law teachers' pedagogical choices, including their conceptions of teaching, institutional factors such as class size and course type, institutional cultures that insufficiently value teaching and learning, and student expectations and evaluations. The work suggests that learning should be at the centre of legal education, and demonstrates how the lack of explicit attention to learning has many significant consequences. It proceeds to recommend ways in which we can improve legal education by putting learning at the centre of it, both at the levels of the individual teacher and the institution. Whether law programmes aim to educate citizens and jurists or train lawyers, improving student learning will ensure that all of those aims are met. It is hoped that putting learning at the centre of legal education might also alleviate the legal profession's concerns about legal education, numerous law professors' dissatisfaction with the teaching aspect of their job, and students' lack of motivation and satisfaction.
Info autore
Dr Annie Rochette has been teaching law since 1998 and is committed to improving teaching and learning in Canadian legal education. She was involved in the Canadian Association of Law Teachers (CALT) from 2000-2013 and was President 2004-2005, where she played a central role in re-establishing teaching and learning at the centre of CALT's mission and founded the Canadian Legal Education Annual Review (CLEAR) in 2007, for which she was Editor-in-chief from 2007 until 2013. She has also organized and facilitated numerous teaching and learning workshops, including on learning-centered objectives, active learning in large groups, instructional alignment and learning styles. She has also given numerous conferences on different aspects of legal education.
Riassunto
This book analyses legal education from a pedagogical perspective. Using Canada as a casestudy, it sets out the dominant teaching and evaluation methods used in law schools and explains the factors that influence individual law teachers’ pedagogical choices, including their conceptions of teaching, institutional factors such as class size and course type, institutional cultures that insufficiently value teaching and learning, and student expectations and evaluations. The work suggests that learning should be at the centre of legal education, and demonstrates how the lack of explicit attention to learning has many significant consequences. It proceeds to recommend ways in which we can improve legal education by putting learning at the centre of it, both at the levels of the individual teacher and the institution. Whether law programmes aim to educate citizens and jurists or train lawyers, improving student learning will ensure that all of those aims are met. It is hoped that putting learning at the centre of legal education might also alleviate the legal profession’s concerns about legal education, numerous law professors’ dissatisfaction with the teaching aspect of their job, and students’ lack of motivation and satisfaction.
