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Teaching and learning in Canadian le...

McGill University (Canada).

Teaching and learning in Canadian legal education: An empirical exploration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching and learning in Canadian legal education: An empirical exploration.
Author:	Rochette, Annie.
Description:	354 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 0750.
Contained By:	Dissertation Abstracts International73-02A.
Subject:	Law.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR77548
ISBN:	9780494775486

Teaching and learning in Canadian legal education: An empirical exploration.
Rochette, Annie.

Teaching and learning in Canadian legal education: An empirical exploration. - 354 p.

Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 0750.

Thesis (D.C.L.)--McGill University (Canada), 2011.

This dissertation is an exploration of law teaching in Canada. Through an empirical study, it aims to describe the teaching and evaluation methods used in Canadian law faculties, and to explain the pedagogical choices of law professors. The findings suggest that the dominant method of teaching in Canadian law faculties is lecturing, although this is often used with other, more interactive methods such as discussion, question-answer or some form of Socratic method. The findings also suggest that law professors' pedagogical choices are influenced by their conception of teaching, as well as other factors such as institutional requirements, culture, and students. Finally, by comparing the teaching and learning literature with the findings, the dissertation concludes that if we want to improve student learning in legal education, we must make learning the focus of teaching. In order for this to happen, we should also pay close attention to law teachers' conceptions of teaching and to their teaching context.

ISBN: 9780494775486Subjects--Topical Terms:

207600
Law.

Teaching and learning in Canadian legal education: An empirical exploration.
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500 $a Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: 0750.
502 $a Thesis (D.C.L.)--McGill University (Canada), 2011.
520 $a This dissertation is an exploration of law teaching in Canada. Through an empirical study, it aims to describe the teaching and evaluation methods used in Canadian law faculties, and to explain the pedagogical choices of law professors. The findings suggest that the dominant method of teaching in Canadian law faculties is lecturing, although this is often used with other, more interactive methods such as discussion, question-answer or some form of Socratic method. The findings also suggest that law professors' pedagogical choices are influenced by their conception of teaching, as well as other factors such as institutional requirements, culture, and students. Finally, by comparing the teaching and learning literature with the findings, the dissertation concludes that if we want to improve student learning in legal education, we must make learning the focus of teaching. In order for this to happen, we should also pay close attention to law teachers' conceptions of teaching and to their teaching context.
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