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What We Talk About When We Talk About Skills: Toward a Taxonomy of Legal Skills for Teaching and Learning in Ontario

机译：当我们谈论技能时我们谈论什么：建立安大略省教学法律技能的分类法

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摘要

When stakeholders in legal education discuss skills teaching and learning, do they share conceptual and linguistic common ground? Or do they simply assume that such common ground exists? This qualitative study explores those questions against the backdrop of a rapidly changing practice and licensing environment in Ontario. The goal of the study was to create a preliminary taxonomy that describes in the broadest possible terms what stakeholders in Ontario legal education collectively identify and refer to as legal skills. Using the method of computer-assisted qualitative content analysis, text data referring to skills was extracted from publicly available documents produced by three stakeholder groups: Ontario law firms and bar associations, collectively representing the Profession; the Law Society of Upper Canada and the Federation of Law Societies of Canada, representing the Regulator in Ontario; and Ontario law schools. Text excerpts were classified and assigned to thematic categories based on both inductive and deductive coding methods. This resulted in a taxonomy of over 100 individually identified skills referenced by the stakeholders. Whereas other studies have described skills in the narrow terms of what lawyers do in practice, in order to drive skills curriculum in law schools, the method used here collected data without prioritizing one voice over another. Thus, the resulting taxonomy, rather than defining skills in accordance with a single stakeholder's interests, instead expands the way in which legal educators might imagine and program skills teaching and learning. It provides common ground for discussion among legal educators about skills curriculum, and encourages stakeholders to work collaboratively to design curriculum that is responsive to our students' needs for innovative legal education, which will in turn prepare them to successfully navigate the demands of practice in a "new law" environment.
机译：当法学教育的利益相关者讨论技能教学时，他们是否在概念和语言上有共同点？还是他们只是假设存在这样的共同点？这项定性研究在安大略省快速变化的实践和许可环境的背景下探讨了这些问题。该研究的目的是创建一个初步的分类法，以尽可能广泛的术语描述安大略法律教育中的利益相关者共同识别并称为法律技能的内容。使用计算机辅助定性内容分析的方法，从三个利益相关者团体（安大略省律师事务所和律师协会，集体代表该行业；上加拿大法律协会和加拿大法律协会联合会，代表安大略省的监管机构；和安大略法学院。根据归纳和演绎编码方法，对文本摘录进行分类并分配给主题类别。这导致了利益相关者参考的100多种单独识别技能的分类。尽管其他研究从狭义的角度描述了律师的技能，但为了在法学院推动技能课程的发展，此处所使用的方法收集数据时不会优先考虑一个声音。因此，由此产生的分类法不再是根据单个利益相关者的利益来定义技能，而是扩展了法律教育者想象和编程技能教学的方式。它为法律教育者之间就技能课程的讨论提供了共同基础，并鼓励利益相关者共同努力设计课程，以响应我们学生对创新法律教育的需求，这反过来将使他们为成功地适应实践需求做好准备。 “新法”环境。

著录项

  • 作者

    Bracci, Christa Maria.;

  • 作者单位

    Queen's University (Canada).;

  • 授予单位 Queen's University (Canada).;
  • 学科 Law.
  • 学位 M.Law
  • 年度 2017
  • 页码 194 p.
  • 总页数 194
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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