Conclusion

Diver, Alice; Diver, Gerard

doi:10.1007/978-3-030-26342-3_35

Cited by 1 publication

(1 citation statement)

References 42 publications

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“…better equipped to make a valuable contribution to employment and society more widely. 55 We confirm suggestions that reflective practice in law should be a process over years, not weeks, 56 although we propose that this should encompass issues beyond its usefulness for employability skills, law subject or clinical legal education. We concur with proposals that reflection for law students should be much more person-centred and draw in elements such as self-efficacy, preferred future professional/work identity, dealing with stress, developing self-authorship and emotional self-awareness.…”

Section: Discussionsupporting

confidence: 65%

Who Am I?: Using Reflective Practice and Self-determination to Redefine ‘Employability’ in Legal Education

Brooman

Stirk

2020

Liverpool Law Rev

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This study examines the value of undergraduate law students undertaking structured and assessed reflective practice as part of their studies, in the context of competing notions of employability. We discuss existing use of reflective practice in law and other disciplines, highlighting the different approaches and perspectives on its value. Students in this study engaged in reflection as part of a first year core module aimed at improving retention and performance, followed by a second year option module aimed at personal development in relation to employability and business skills following a work placement. We examine students’ perceptions of reflective practice and discuss how these relate to extant literature. We suggest that reflective practice is a very personal experience that can greatly benefit law students beyond their capacity to be employable. We suggest that reflective practice for law needs to be re-thought in relation to its intended purpose, taking cognisance of experience outside law to inform best practice. We propose that reflective practice should focus on developing the whole person, and discuss this in light of debate over the function of higher education. We suggest that the reinforcement cycle of personal and professional reflective practice in this study has the potential to be high impact practice in legal education as defined by Professor George Kuh.

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Section: Discussionsupporting

confidence: 65%