Teaching and assessing reflective writing in a large undergraduate core substantive law unit
Book chapter
Cockburn, Tina and Ryan, Mary. (2015). Teaching and assessing reflective writing in a large undergraduate core substantive law unit. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education: A Systematic Approach Using Pedagogic Patterns pp. 93 Springer International Publishing. https://doi.org/10.1007/978-3-319-09271-3_7
Authors | Cockburn, Tina and Ryan, Mary |
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Editors | Ryan, Mary |
Abstract | In addition to a continuing focus on developing students’ substantive discipline knowledge, the focus of legal education has now shifted to include a focus on building students’ skills and self-awareness in preparation for future employment. This means that there is an increasing need to embed approaches within teaching and learning that provide a context within which law students can engage in developing specific professional skills as well as the ability to think critically about their experiences and learning. When students document their reflective thinking, these texts can be used as evidence of their professional development, that is, their preparedness for the transition from legal education to professional practice as reflective practitioners. Given this, a model for teaching and assessing reflective writing has been implemented in a large, core second year undergraduate law unit, The teaching and learning approaches utilised in the model adopt the four features of the effective teaching of reflective practice identified by Rogers—clarity of expectations, structure, exemplars and feedback (2001). Following implementation of the model, data were collected to evaluate students’ views about the value of the reflective task for their learning and future career. The level of reflection that students were able to demonstrate by analysing samples of reflective writing was also evaluated. This chapter is divided into three parts. The first part will describe why teaching and assessing reflective writing was embedded in LWB240 Equity. The second part will describe the teaching and learning approaches that were implemented to embed reflective writing in LWB240 Equity. In the final part we analyse the data collected from evaluations and reflect on the way forward. |
Keywords | Professional Practice; Skill Development; Reflective Practice; Legal Education; Reflective Writing |
Page range | 93 |
109 | |
Year | 01 Jan 2015 |
Book title | Teaching Reflective Learning in Higher Education: A Systematic Approach Using Pedagogic Patterns |
Publisher | Springer International Publishing |
Place of publication | United States |
Edition | 1 |
ISBN | 9783319092706 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-319-09271-3_7 |
Web address (URL) | https://link.springer.com/chapter/10.1007/978-3-319-09271-3_7 |
Research or scholarly | Research |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 05 Nov 2014 |
2015 | |
Publication process dates | |
Deposited | 23 May 2024 |
Additional information | © Springer International Publishing Switzerland 2015 |
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https://acuresearchbank.acu.edu.au/item/907wy/teaching-and-assessing-reflective-writing-in-a-large-undergraduate-core-substantive-law-unit
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