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首页> 外文期刊>International Journal of Lifelong Education >Legal educators’ perceptions of lifelong learning: conceptualisation and practice
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Legal educators’ perceptions of lifelong learning: conceptualisation and practice

机译：法律教育者对终身学习的看法：概念化和实践

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Lifelong learning appears frequently on university statements of desirable graduate outcomes. It is also referred to as a desirable outcome for Australian law graduates. This paper examines academic staff perceptions of lifelong learning as part of a broader study about assessment practices in a recently established Australian law school. Findings indicate that participants value lifelong learning, and that some of their perceptions of assessment principles and practice are broadly aligned with the lifelong learning paradigm. However, responses also indicate a lack of precision about how students’ capacity for lifelong learning ought to be developed, as well as a tendency for participants to conflate the ‘self-management’ component of lifelong learning with a more traditional, higher education concept of learner autonomy. The paper argues that imprecision and confusion about how to assess relevant skills and attributes will continue where lifelong learning is understood only in general terms, or as a sub-set of generic, graduate attributes. It therefore recommends that some unpacking of the concept be undertaken, at the institutional level, and that possible assessment models and exemplars be provided for the different lifelong learning domains, including: self-awareness; self-management and judgement; self-efficacy and motivation; and relevant generic graduate skills such as research and/or information literacy, critical thinking and problem solving.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2012.663803
机译：终身学习经常出现在大学对毕业成绩理想的陈述中。对于澳大利亚法律专业的毕业生来说，这也是一个理想的结果。本文研究了学术人员对终身学习的看法，这是对最近成立的澳大利亚法学院评估实践的更广泛研究的一部分。研究结果表明，参与者重视终身学习，并且他们对评估原则和实践的某些理解与终身学习范式大致一致。但是，回答也表明，对于应如何发展学生的终身学习能力缺乏精确性，并且参与者倾向于将终身学习的“自我管理”部分与更传统的，高等教育的学习者自主性概念。该论文认为，如果仅以一般的术语或作为一般的研究生属性的子集来理解终身学习，那么对如何评估相关技能和属性的不精确和困惑将继续存在。因此，它建议在机构层面上对该概念进行一些分解，并为不同的终身学习领域提供可能的评估模型和范例，包括：自我意识；自我管理和判断；自我效能感和动力；以及相关的一般研究生技能，例如研究和/或信息素养，批判性思维和解决问题的能力。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious ，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2012.663803

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