Perceptions and practices of teaching the law for the formation of lawyers

Abstract

The objective of this research was to describe the perceptions and practices of university professors regarding the teaching of law for the training of lawyers. The study was framed in the empirical-analytical paradigm and the quantitative approach of descriptive level, and a non-experimental transectional inductive method was used. The sample corresponded to 87 teachers from two law schools in Medellín (Colombia). A questionnaire with 30 questions divided into five dimensions of analysis was applied. The results show that teachers base their teaching on strategies that combine traditional expository forms and interactive tasks, in which the master class, writing with reading-writing exercises for hermeneutic practice, case analysis, essay preparation are prioritized. and problem solving. It is concluded that teachers move away a little from the declared pedagogical identity, where the perception around the law under a complex/systemic vision in connection with realities and human multidimensionality, requires more creative and innovative practices.