scholarly journals Reflections Upon Transitions: An Essay on Learning How to Teach after Practicing Law

2014 ◽  
Vol 18 ◽  
pp. 227
Author(s):  
C. Benjie Lewis
Keyword(s):  
Professional Identity ◽  
Professional Growth ◽  
Law School ◽  
Effective Teacher ◽  
Student Centered ◽  
Reflective Process ◽  
Practice Experience ◽  
Long Time ◽  
School Faculty ◽  
Academic Year

<p>Every academic year, new law school faculty enter legal academia. Many of these new teachers are practitioners with varying levels of legal practice experience. While the transition from practice to teaching is particular to each person, for clinical professors there are some specific challenges that transform our professional identity. Clinical professors wear many hats: teacher, lawyer, mentor, and scholar. Navigating those many hats and adjusting to various goals of teaching emerging attorneys is only a couple of challenges. Other challenges include changing the focus of our professional identity from career-centered, in its many facets, to student centered. </p><p>A core component of clinical legal education is the reflective process. A reflective lawyer is one who thoughtfully digests information and thinks about how an experience affects his or her professional growth. A reflective teacher does the same. This article shares some of my reflections on becoming a clinician and what I learned through experiences about becoming a more effective teacher. </p><p>In Part I, I reflect on my role as a supervisor of emergent attorneys and a goal facilitator for these same students who are exploring their educational and professional development. Part II includes lessons unique, I believe, to a clinician of color. Finally, Part III concludes with reflections on five core tools I have used that helped me in my transition; these tools, I believe, could be useful to new clinicians, especially those that have been practicing for a long time before teaching.</p>

Bona fides and ubuntu – A response to Dale Hutchison

Acta Juridica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 85-106
Author(s):  
J Barnard-Naudé
Keyword(s):  
South African ◽  
Common Law ◽  
Standard Form ◽  
Contract Law ◽  
Law School ◽  
Point Of View ◽  
Long Time ◽  
School Faculty ◽  
The Common ◽  
Faculty Meeting

This paper is a response to Dale Hutchison’s recent arguments about the role of fairness in contract law after the Constitution. From the point of view of transformative constitutionalism, the paper argues that the fairness ‘debate’ in the South African law of contract should be approached as what it so patently is, namely, as evidence of a deep ideological conflict that has existed in our law of contract for a very long time, and that this debate now exists within the context of a larger debate about the appropriate transformative reach of the Constitution. The argument takes the form of two ‘dangerous supplements’ to Hutchison’s discourse. The first of these supplements contends that indeterminacy is a symptom of the common law itself, rather than a result of contract law’s contact with the Constitution. The second dangerous supplement suggests a responsible judicial engagement with bona fides and ubuntu, one that can exploit the strengths of both the common law and the Constitution and that understands good faith and ubuntu to be ‘inter-linking’ constitutional values that should be enlisted in unison or at least in resonance when it comes to the question of fairness in our contemporary law of contract. In conclusion, I offer a reading of Hutchison’s own politics of contract law and contend that his is an altruistic politics committed to the standard form. I contend that this politics of contract law is consistent with a transformative understanding of the post-apartheid legal order. ‘Law, like every other cultural institution, is a place where we tell one another stories about our relationships with ourselves, one another, and authority. In this, law is no different from the Boston Globe, the CBS evening news, Mother Jones, or a law school faculty meeting. When we tell one another stories, we use languages and themes that different pieces of the culture make available to us, and that limit the stories we can tell. Since our stories influence how we imagine, as well as how we describe, our relationships, our stories also limit who we can be’.

scholarly journals Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course

2021 ◽  
Author(s):  
Valérie Désilets ◽  
Ann Graillon ◽  
Kathleen Ouellet ◽  
Marianne Xhignesse ◽  
Christina St-Onge
Keyword(s):  
Medical Education ◽  
Identity Development ◽  
Professional Identity ◽  
Undergraduate Medical Education ◽  
Evaluation Process ◽  
Professional Identity Development ◽  
Rigorous Evaluation ◽  
Reflective Process ◽  
Complex Patients ◽  
Academic Year

Abstract Background Today’s healthcare professionals face numerous challenges. Improving reflection skills has the potential to contribute to the better management of complex patients and healthcare systems, as well as to improve professional practice. However, the question of how reflection skills can inform professional identity development at the undergraduate medical education level remains unanswered. Approach The authors developed and implemented a 4-year course that aims to engage students in a reflective process to increase their awareness of their professional identity development. The course is structured around three types of pedagogical activities: workshops, reflections deposited in an electronic portfolio, and individual discussions with mentors. Evaluation Sixty-four 1st year students (33%) and 17 mentors (50%) from the 2017–2018 cohort completed evaluation questionnaires. For the 2018–2019 academic year, 73 1st year students (34%) and 27 2nd year students (14%), as well as 20 1st year (59%) and 19 2nd year mentors (57%) replied. Students and mentors considered that the pedagogical activities contributed to the development of students’ professional identity through the acquisition of reflection skills, but some elements were perceived as challenging, notably, completing the portfolio, finding a subject to reflect about and the timing of the proposed activities. Reflection An important preoccupation when wanting to foster the development of professional identity through the acquisition of reflection skills is the authenticity of students’ reflection. We tried to favor authentic reflection, by having a mentee-mentor pair throughout the entire 4‑year course. A rigorous evaluation process helped us identify and promptly correct issues as they surfaced.

Writing Medical Records

1986 ◽  
Vol 16 (4) ◽  
pp. 331-341
Author(s):  
Michael P. Pagano ◽  
David Mair
Keyword(s):  
Medical Students ◽  
Medical Records ◽  
Medical Writing ◽  
Law School ◽  
Patient Records ◽  
Radiology Reports ◽  
Legal Implications ◽  
Composing Process ◽  
Medical Documents ◽  
School Faculty

A study was undertaken both to evaluate how medical students are taught to write patient records and to examine the writing done by doctors. Typical medical records, written by medical doctors, were also evaluated. A single questionnaire was sent to eighty-four medical school professors, twenty law school faculty, and five practicing attorneys. The questionnaire asked how medical records were used and what the legal implications were in authoring a patient record. The medical professionals were also asked how their schools taught medical writing. The questionnaire pointed out that most medical schools teach less than ten hours of medical writing in their curricula and that patient records are not written with an understanding of the various audiences, purposes, and uses for medical documents. Two radiology reports are discussed in terms of their clarity and usefulness for medical and extra-medical readers. The study concludes that medical students should be taught a composing process so that they will understand the audience, purpose, and use for the patient records they write.

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

scholarly journals ROLE POSITIONS OF THE TEACHER AS A FACTOR OF FORMATION OF PROFESSIONAL IDENTITY OF FUTURE DOCTORS

2021 ◽  
pp. 210-216
Author(s):  
A. RAZUMNA
Keyword(s):  
Professional Identity ◽  
Educational Institution ◽  
A Priori ◽  
Professional Community ◽  
Medical Professionals ◽  
Ideal Self ◽  
Student Centered ◽  
Motivational Aspect ◽  
Relevant Role ◽  
Personal Approach

The article reveals the influence of the role positions of "mature personality", "qualified specialist", "coach (effective student)", chosen by the teacher-doctor in cooperation with medical students, on the formation of their personal-professional (metaprofessional), professional and educational professional identity. It is stated that professional identity is a stabilizer of personal, professional, developmental educational and professional orientation of the future specialist, is a mental source of building the image of the ideal self. It is noted that in the motivational aspect and improvement of certain own professionally important characteristics and competencies, attempts to meet the socialization norms and modern requirements of the professional community, to which he a priori belongs. The formation of the student's identity in the educational institution occurs in the processes of identification of the teacher as a reference person, self-identification through imitation of his important traits and role positions, reflection of the teacher's assessments of his role manifestations. It is shown that the actualization by the teacher of certain role positions in interaction with students gives them the opportunity to self-identify as individuals, future medical professionals, effective students through the vicar's mastery of specific practical actions. Facilitation support by the teacher of students' actualization of relevant role positions promotes self-affirmation of their respective identities. It is established that in the situation of students' interaction with the teacher two groups of processes are actualized, which determine the formation of their identity: the first - self-determined - is realized as self-determination and self-construction on the basis of observation of the teacher as a model. his role manifestations on the part of the teacher, who facilitates and mentally consolidates his self-identification image. It is determined that the pedagogical essence of the teacher's role positions corresponds to modern pedagogical approaches that are implemented in the training of future medical professionals: the role of "mature personality" - personal approach, "specialist" - competence, "effective student" - student-centered.

scholarly journals Rhetorical training in higher education as the basis of professional speech practice of a lawyer

2021 ◽  
pp. 133-140
Author(s):  
I. A. Nikulina
Keyword(s):  
Teaching Methods ◽  
Academic Discipline ◽  
Self Esteem ◽  
Law School ◽  
Self Control ◽  
Legal Rhetoric ◽  
Student Centered ◽  
Language Competence ◽  
Approach To Learning ◽  
Communication Problems

The article examines the speech competencies formed in practical classes in the disciplines “Rhetoric for lawyers” and “Legal rhetoric in the activities of a lawyer”: communicative, textual, lexical and orthological. The article is based on the methodological understanding of rhetoric as an academic discipline that improves the speech-thinking activity of students in the direction of training “jurisprudence”. This is expressed in the ability to create professionally meaningful texts, replenishment of vocabulary in accordance with professional and intellectual needs, solving communication problems at various levels. The author of the article believes that the successful professional speech practice of a lawyer, which requires well-formed communication skills, is due, inter alia, to linguistic training at a university. The purpose of the disciplines of the humanitarian cycle is to form the rhetorical skills of students, necessary to create eff ective argumentation, the ability to speak in public and influence the persuasion of listeners; updating the writing skills of a future lawyer. The author identifi es a number of issues that are most signifi cant in teaching rhetoric, such as the formation of language competence, including communicative, textual, orthological aspects and teaching methods. The latter are based on general didactic teaching methods. Taking into account the specifi cs of training in a law school, the most eff ective is a student-centered approach to learning, namely: methods of explanation, practice, self-esteem, control and self-control. The author describes an example of a lesson methodology aimed at developing the above competencies.

The Power of Two-MTMS and You

1998 ◽  
Vol 4 (1) ◽  
pp. 6-7
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Regular Part ◽  
Additional Issue ◽  
Academic Year

Welcome to volume 4 (22) of Mathematics Teaching in the Middle School (MTMS)! In it you will find several new features as well as old favorites that have been a regular part of MTMS since its inception. Among these is the inclusion of one (20) additional issue. which increases to eight (23) the number of journals arriving in your mailbox this academic year. In addition, look for exciting articles about innovative classroom practices. professional development, and student learning to empower your teaching and energize your professional growth.

scholarly journals Communicating Bad News: Using Role-Play to Teach Nursing Students

2021 ◽  
Vol 7 ◽  
pp. 237796082110445
Author(s):  
Carlos Laranjeira ◽  
Catarina Afonso ◽  
Ana Isabel Querido
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Interpersonal Relationship ◽  
Well Being ◽  
Bad News ◽  
Student Centered ◽  
Student Centered Learning ◽  
Reflective Process ◽  
Simulation Based

Receiving bad news can have a profound impact on a patient's physical, psychological and social well-being. Therefore, communication of bad news is an essential skill required for health professionals. A good interpersonal relationship based on trust, empathy, and respect can help the psychological adjustment to end-of-life losses. This study presents a simulation-based learning experience designed to teach communication skills to nursing students who care for palliative patients and their family members. The authors suggest adopting Gibbs’ reflective cycle during structured debriefing that enables the students to move logically through the reflective process. A student-centered learning approach can promote responsibility and success in achieving the expected learning outcomes.

scholarly journals Teacher Attitudes and Collaboration towards the Concept of Student-Centered Lesson

2021 ◽  
Author(s):  
Natela Baghatrishvili ◽  
Nino Modebadze
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Educational Process ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers Attitudes ◽  
Academic Year ◽  
Quantitative And Qualitative Methods ◽  
Positive Effect

The article is based on a needs assessment carried out at Telavi Public School N7 to understand teachers' attitudes towards student-centered learning strategies. In particular, it examines how intensively and effectively student-centered approaches are integrated into the teaching process and how teachers interact with each other in student-centered learning. The study was carried out in the 2018-2019 academic year, but the inspiration for the study was the Directorate's informal participation in the educational process during the 2017-2018 academic year. A mixed type of study with quantitative and qualitative methods was used to test the hypotheses. To further investigate the problem and identify a common need, teachers from Telavi State School No. 7, as well as elementary and secondary school students, participated in the study. The interventions were carried out after the completion of the first phase of the study. Observing and analyzing teacher activities helped us assess the effectiveness of our problem-solving and needs-based interventions. The study highlights the fact that creating a collaborative atmosphere between teachers has a positive effect on the learning process. The study found the importance of fostering a culture of collaboration among teachers through the use of diverse resources, activities and challenging classroom assignments. Students' views, opinions and feelings about such lessons were also determined. As a result of the analysis, conclusions were drawn that allow recommendations to be made for identifying and solving similar problems and needs.

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