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

Brooman, Simon; Stirk, Sarah

doi:10.1007/s10991-020-09240-5

Cited by 5 publications

(3 citation statements)

References 37 publications

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“…Concerning the second research question, our findings are similar to researches dealing with the application of project-based learning (Musa et al, 2012;Ibrahim et al, 2018), making presentations (Meeks, 2017;Vasanthakumari, 2019), discussions and debates (Alcan et al, 2016;Iman, 2017), portfolios (Meeks, 2017;Parker et al, 2020), diaries (Brooman & Stirk, 2020), role play (Abdul Rahman & Maarof, 2018), and business games (de Freitas & Routledge, 2013;Levant et al, 2016) -they all impact the development of soft skills, which makes the findings of the current research, though limited in scale, more trustworthy.…”

Section: Discussionsupporting

confidence: 82%

Development of Soft Skills While Teaching English to Master’s Students

Doghonadze

Zoranyan

2021

JEBS

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Besides the knowledge and skills directly related to the profession, the so-called soft or transferable skills are essential for future specialists in all areas. Soft skills involve communication, problem-solving, decision-making, computer, leadership, teamwork, critical and creative thinking, presentation, reflection and other skills, which help people to be employed and develop a successful career. To develop these skills while teaching English at University the following activities are useful: projects, presentations, discussions, debates, keeping portfolios, writing reflective diaries, role play and business games. A mixed paradigm was applied: quantitative research (self-assessment questionnaire survey) with 60 MA/MS students and, for triangulation, a focus group interview (a qualitative approach) with 6 of those respondents who volunteered to take part in it. The goal of the research was to find out whether activities supporting the development of soft skills were applied in MA/MS English classrooms and whether the respondent students realized their usefulness for their future careers. Two corresponding research questions were asked. The research held applied a researcher-made Likert-scale questionnaire and a focus group interview. The questionnaire was validated and piloted. The interview asked the same questions, trying to get students’ insight on the issue. A conclusion was made that presentations, discussions and debates, as well as role-play were often applied in their classes, while portfolios, diaries and business games were more or less applied and projects were almost not used. However, the students realized the importance of these activities for their future careers. Keywords: soft skills, teaching English as a foreign/second language (EFL, ESL), activities, Master’s students

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Section: Discussionsupporting

confidence: 82%

Development of Soft Skills While Teaching English to Master’s Students

Doghonadze

Zoranyan

2021

JEBS

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“…If teachers have a good personality, they can enhance students' ability to gain employment and maintain it. The solution got supported by Brooman and Stirk (2020), which states that teachers are having positive personality attributes like bravery, courage, steadfastness, and confidence, they can better teach students even after the covid-19 pandemic, help the students get more knowledge, resilience, hope, and confidence. Thus, develop employability and prepare themselves for their professional life.…”

Section: Discussionmentioning

confidence: 99%

A research on mix‐teaching method: Characteristics of employment education teachers on employability of students in Chinese institutions

Wen,

Qing

2024

Psychology in the Schools

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Student employability (SE) is the foremost requirement for current university, especially in the current pandemic situation that business and industry enterprises require more capable employees to survive in a highly uncertain world. There are several characteristics of the teachers such as personalities and ability to use innovative technologies which influences the employability of the students in Chinese universities. Thus, this study investigates the impact of employment education teachers' qualities, such as personalities and the capacity to use new technologies, on SE in Chinese universities, with a particular emphasis on the moderating function of mix‐teaching methods. The research has employed the questionnaires to gather the data from the chosen respondents. The article also applied the smart‐PLS to test the hypotheses of the study. The results revealed that the employment education teachers' characteristics have a positive nexus with SE in Chinese universities. The research clearly shows that the mix‐teaching technique considerably partially mediates the features of employment education teachers and SE in Chinese universities. This research will aid policymakers in implementing guidelines aimed at increasing SE.

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“…It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen & Black, 2010) and for students to selfdetermine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman & Stirk, 2020)…”

Section: Introductionmentioning

confidence: 99%

Eportfolios as Reflective Assessment of Social Justice

Gallen

2021

telji

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This article explores the potential for eportfolios to contribute to the development of student critical awareness of social justice, including the role of the university as a social justice actor, through module assessment. It will critically address how eportfolios were introduced in 2019-20 to assess student reflection on social justice in a first year law module ‘Critical Approaches to Law’ at DCU. To date, there has been a slow adoption of eportfolios in Irish higher education (Farrell 2018). Although there is some evidence of reflective assessment in comparative legal education, especially in schools with an emphasis on socio-legal approaches to law, and in clinical legal education, there is limited analysis of eportfolio assessment in classroom-based or blended legal education, (Waye and Faulkner 2012) and none in the Irish context. The article will discuss the motivation to use eportfolios; the benefits, challenges and lessons learned in the design of the assessment, and the first time experience for the educator of marking and student experience of eportfolios. It assesses eportfolios as a mechanism for prompting student reflection and the development of critical thinking, (Farrell 2019) with a particular reflective focus on social justice and university education as a social justice experience. (Connell 2019). It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen and Black 2010) and for students self-determine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman and Stirk 2020)

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

Cited by 5 publications

References 37 publications

Development of Soft Skills While Teaching English to Master’s Students

Development of Soft Skills While Teaching English to Master’s Students

A research on mix‐teaching method: Characteristics of employment education teachers on employability of students in Chinese institutions

Eportfolios as Reflective Assessment of Social Justice

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