Signature pedagogies and legal education in universities: epistemological and pedagogical concerns with Langdellian case method

Hyland, Áine; Kilcommins, Shane

doi:10.1080/13562510802602517

Cited by 13 publications

(11 citation statements)

References 25 publications

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“…The respondents had a reflective understanding of what knowledge can be, and that there are different ways to create knowledge and to learn. Already in the 1970s, Kuhn argued that traditional sciences rely on particular ways of knowing based on data that are not always fixed and absolute, since the way the questions are asked and how data is collected affect the knowing and the interpretation of data is influenced by power relations and shared views (Hyland & Kilcommins, 2009). Our data suggests a disruption of the traditional power relations between teachers and students in involving students in research, giving them a voice and tools to analyse and question our assumptions and problem definitions (Dewey, 1916).…”

Section: Discussionmentioning

confidence: 99%

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines

Algers

Bradley

2020

JPHE

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Since academic teachers belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent societal challenges call for thinking beyond boundaries and re-visiting academic practices. The purpose of this study is to investigate how academic teachers view sharing of knowledge and teaching. The study is based on survey data from eight faculties and interviews of teachers from each of these faculties at the University of Gothenburg. The results show that professional development courses in higher education teaching and learning, as well as open practices, and collaboration between academic disciplines and society are practices, which Galison (1997) termed trading zones. These trading zones are sources of learning to theorize and to facilitate exchange among peers with the potential to develop knowledge, identity and moral commitments necessary to address societal challenges. Further, the results suggest that universities need to scaffold these sharing practices. The findings inform how academic teachers’ practices can be transformed into sharing between and beyond academic disciplines.

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Section: Discussionmentioning

confidence: 99%

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines

Algers

Bradley

2020

JPHE

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“…There has been debate as to the relevance of the "signature pedagogy" found in law, the "Langdellian" case method, as the bedrock of law school teaching in the twenty-first century. 48 Nevertheless, this and other discipline-specific teaching methodologies are remarkably enduring and continue to influence the teaching experience in modern law schools. Indeed, the distinct signature pedagogies of law define the educational experience for teacher and student, while also projecting the values and imperatives of the discipline.…”

Section: (1) Professional Development Of New Teaching Staffmentioning

confidence: 99%

Defining pedagogical standards and benchmarks for teaching performance in law schools: contrasting models in New Zealand and the United Kingdom

Devonshire

Brailsford

2012

The Law Teacher

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“…DigiCap has always been intended to be generic, inviting local interpretation. This co-creation process is seen as important as the resulting definition or the framework itself (Baume 2012;Belshaw 2012;Ilomäki et al 2016), an aspect to be returned to later in the conclusion.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A wide range of studies have applied Shulman's notion of signature pedagogies to subjects, including nursing, social work and political science (Chick, Haynie, and Gurung 2012); law (Hyland and Kilcommins 2009); mathematics (Passey 2012) and history (Beck and Eno 2012). The most pertinent work on engineering signature pedagogies detects six elements of 'engineering habits of the mind', including systems thinking, adapting, problem-finding, creative problem-solving, visualising and improving (Lucas and Hanson 2006).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Beyond description: in search of disciplinary digital capabilities through signature pedagogies

Varga‐Atkins

2020

Research in Learning Technology

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The development of digital capabilities has received significant attention in higher education (HE) in recent years, with various attempts made to develop digital frameworks to support curriculum design. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap by exploring how digital capabilities are planned in HE curricula in two professional disciplines, engineering and management, at the two UK universities. Originality of the study is achieved in part through a newly proposed conceptual framework that weaves Shulman's notion of signature pedagogies together with Joint Information Systems Committee (JISC)'s Digital Capability Framework (DigiCap). This study employed a multiple-case study methodology, drawing on documentary sources and academic, professional and student perspectives via interviews and focus groups. This study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which DigiCap elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct 'signature digital capabilities'. These indicate that the development of digital capabilities is aligned with the respective discipline's signature pedagogies. This study argues that, simply just using a descriptive, typological framework is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological DigiCap framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities. This approach is one of the major outcomes of this study.

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Signature pedagogies and legal education in universities: epistemological and pedagogical concerns with Langdellian case method

Cited by 13 publications

References 25 publications

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines

Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines

Defining pedagogical standards and benchmarks for teaching performance in law schools: contrasting models in New Zealand and the United Kingdom

Beyond description: in search of disciplinary digital capabilities through signature pedagogies

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