La transformación curricular en Derecho: consideraciones desde la experiencia docente y de gestión académica

Rodrigo Palomo Velez; Carolina Riveros Ferrada

doi:10.5354/0719-5885.2015.38145

Curriculum changes in law | Revista Pedagogía Universitaria y Didáctica del Derecho

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Curriculum changes in law

Authors

Rodrigo Palomo Velez Universidad de Talca); Universidad de Tarapacá
Carolina Riveros Ferrada Universidad de Talca); Universidad de Tarapacá

Vol. 2 No. 2 (2015)

https://doi.org/10.5354/0719-5885.2015.38145

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Abstract

This paper presents the systematization, evaluation and implementation of the new law degree curriculum at University of Talca (Chile). The paper focuses on the authors’ experience in teaching and academic management during this process.University of Talca has pioneered in the transformation towards a competency-based model for its degrees. The university also has redefined graduate profiles, modified the curricula and used different methodological strategies and forms of evaluation when necessary. This paper describes the law degree curriculum reform process at University of Talca pointing out the main challenges occurred during the last decade. It also shows a range of views of academics involved in the process, either teaching or carrying out managerial work.

Keywords:

university curriculum reform , University , Law , teaching and academic management

Author Biographies

Rodrigo Palomo Velez, Universidad de Talca); Universidad de Tarapacá

Profesor de Derecho del Trabajo, Director del Magíster en Derecho del Trabajo y de la Seguridad Social, Facultad de Ciencias Jurídicas y Sociales, Universidad de Talca (Chile).

Carolina Riveros Ferrada, Universidad de Talca); Universidad de Tarapacá

Profesora de Derecho Civil, Directora de la Escuela de Derecho – Santiago, Facultad de Ciencias Jurídicas y Sociales, Universidad de Talca (Chile).

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How to Cite

Palomo Velez, R., & Riveros Ferrada, C. (2015). Curriculum changes in law: considerations from teaching experience and academic management. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 2(2), Pág. 55–75. https://doi.org/10.5354/0719-5885.2015.38145