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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Perceptions and practices of teaching the law for the formation of lawyers
Authors
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Abad Ernesto Parada Trujillo
Tecnológico de Antioquia
https://orcid.org/0000-0002-9665-6105
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Carolina Moreno Echeverry
Tecnológico de Antioquia
https://orcid.org/0000-0003-1238-4737
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Andrea Johana Aguilar Barreto
Tecnológico de Antioquia
https://orcid.org/0000-0003-1074-1673
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.
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