Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education

Tsaoussi, Aspasia

doi:10.1080/03069400.2018.1563396

Cited by 18 publications

(19 citation statements)

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“…The goal of an education program should be to prepare the students for the education profession. Which is why hard skills are the main building block of the curriculum but soft skills should also be well integrated in order for the profession to be successful [18,19]. Students who undergo Bachelor of Education with Honours (Teaching English as a Second Language [TESL]) are indirectly trainee teachers as they are undergoing training in order to graduate to teach English as a Second Language in Malaysian secondary schools.…”

Section: Soft Skills For Tesl Trainee Teachersmentioning

confidence: 99%

“…The results coincide with a previous research by Ngang et al [12], in which critical thinking and problem solving skills is essential for teachers who need to be quick to think and come up with solutions on the go. Other than that, this skill is also needed for teachers to use for classroom management and also to cater to the emotional needs of their students [18,23].…”

Section: Development Of Critical Thinking and Problem Solving Skillsmentioning

confidence: 99%

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A Case Study on the Development of Soft Skills among TESL Graduates in a University

Noah¹,

Aziz²

2020

ujer

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Graduates of higher education institutions (HEIs) should not only graduate with hard skills but also soft skills. Therefore, it is the responsibility of HEIs as platforms to provide sufficient holistic skills to their graduates so they may perform well at their future workplace. Despite that, graduates are still deemed lacking when it comes to soft skills. The same goes for trainee teachers, as having soft skills is a pertinent aspect as future educators, even for Teaching English as a Second Language (TESL) graduates. This paper aims to discuss the role of HEIs in developing soft skills of their TESL graduates. This study applied a mixed methodology via questionnaires and interviews to investigate the respondents' soft skills development which are, (a) critical thinking and problem-solving skills, (b) entrepreneurial skills and (c) moral and professional ethics based on their TESL program. The research findings showed that the respondents perceived the program generally to sufficiently develop their critical thinking and problem solving, entrepreneurship and moral and professional ethics skills as an outcome from the TESL program. However, improvements could be made to the TESL program in order to enhance their development of soft skills so to further improve the quality of teaching and learning and also aid employability. The findings are believed to be useful for future curriculum development of TESL programs in HEIs to consider the ongoing needs of stakeholders like schools when redesigning the curriculum of Teacher Education program.

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Section: Soft Skills For Tesl Trainee Teachersmentioning

confidence: 99%

Section: Development Of Critical Thinking and Problem Solving Skillsmentioning

confidence: 99%

A Case Study on the Development of Soft Skills among TESL Graduates in a University

Noah¹,

Aziz²

2020

ujer

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“…Law schools can strike a better balance between hard skills (learning about the law) and soft skills (learning about the social environment of the law and how to maximise performance in it, through better communication and forging strong interpersonal relationships with colleagues, clients, etc.). If the balance between these two modes of learning is not maintained, law school graduates are likely to underperform as lawyers, judges or legal counsellors in firms and corporations (Tsaoussi, 2020). Adoption of the National Qualifications Framework has strengthened the requirements for professional competences, in particular by identifying areas for competence development within EU (Chakroun,Vol.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Rapid technological changes have led to the revision of curricula in "'law schools'…but also in a more generalised effort to improve 'teaching the law'" (Tsaoussi, 2020). "Law programs first moved from traditional content-focussed programs toward incorporating critique and legal skills".…”

Section: Introductionmentioning

confidence: 99%

“…Emotional and social intelligence are becoming increasingly important in professional activities, and teachers should obtain similar skills to transfer experience to students. "Legal pedagogy seems to focus disproportionately on the traditional model of the 'thinking lawyer', when it should equally promote the model of the 'feeling lawyer', helping students to sharpen soft skills such as empathy, integrity and problem-solving" (Tsaoussi, 2020). Recent investigations point up the fact that emotional work "has often been implicit or unrecognized in the role of legal academics" (Heath, Galloway, Skead, Steel & Israel, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Professional Competences of Jurisprudence Educators

Husenko¹,

Petrunenko²,

Kulinich³

et al. 2020

IJHE

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Nowadays, the profession of Jurisprudence educator is one of the most relevant and top requested among all specializations; however, in order to become a high-skilled Jurisprudence educator, one should possess significant professional qualities, including being professionally competent in the context of teaching. Taking into consideration the above mentioned, as well as based on the subject matter of the scientific article, the purpose of the study is to reveal the theoretical and practical features of the professional competences’formation and development of the Jurisprudence educators. Methods of analysis, synthesis, observation, description, comparison and generalization have been applied to reveal the purpose of the scientific research. It has been established that modern Jurisprudence teachers should possess the following professional competences: to be fluent in modern legislation and other legal norms; to rely on the features and qualities of leading scientists, working in this field; to be able to interconnect private and public interests and allocate responsibility to individual cases; to be well-versed in legislative practice and to act by law in unexpected situations; to encourage students to actively participate in the learning process, while avoiding delays in classes or even truancies; to expect knowledge from their studentsin a positive light; to enlist the respect and trust of students; to treat students positively and with respect, regardless of their religious, cultural, social or linguistic background; to cooperate with parents and other students’ custodial persons; to think critically and professionally; to prepare for classesto a full extent, using modern innovative teaching methods to teach material in the classroom;to take an active part in activities organized by the tertiary educational institution, local community, etc.; to be engaged in professional development, constantly improve one’s own competences. Based on the results of the conducted study of the theoretical and practical features of the professional competences’ formation and development of Jurisprudence educators it has been established that these competences begin to form and develop even at the stage, when students (future Jurisprudence educators) study at the tertiary legal educational institutions.

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Building Transversal Skills and Competences in Legal Education

Vlajković,

Dabetić

2023

European Union and Its Neighbours in a Globalized World

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At the time when law graduates are facing new challenges in the constantly changing labor market, the main task of law schools as well as law professors is to educate undergraduates to become above all competent and ethical lawyers. Education should adequately prepare students for the working environment in or outside the legal profession. Curricula (including extra-curriculum activities), in addition to formal legal courses, needs to be enriched with continuous training to develop transversal competences. To meet this aim and to map the gaps of the current (traditional) model of law teaching from the students’ perspective, we have conducted a large-scale online survey with students at the Faculty of Law, University of Belgrade. The empirically obtained results, enabled us to identify and systematize the educational needs of law students that require further improvement. Having in mind that one of the main evaluation criteria of quality and success of the educational and teaching program is the level of graduates’ employability, an additional goal of this explorative research is to provide guidelines for the modernization of legal education, primarily in Serbia, but at the law faculties in the region as well.

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Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education

Cited by 18 publications

References 0 publications

A Case Study on the Development of Soft Skills among TESL Graduates in a University

A Case Study on the Development of Soft Skills among TESL Graduates in a University

Professional Competences of Jurisprudence Educators

Building Transversal Skills and Competences in Legal Education

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