Professional ‘praxis’ requires us to be ethically informed, committed and guided by critical reflection of practice traditions and our own practice. The traditional form of legal education with its focus on substantive and procedural law has gradually evolved to meet the demands of legal graduates today, who require skills to engage in self-management and ethical practice as reflected in the Threshold Learning Outcomes for law graduates. Reflection is a critical component of these skillsets. The demand for these skills is rising due to the impacts of technological advancement, disasters and unforeseen events which require students and practitioners alike to be adaptable, ethical and resilient. Yet, remote teaching and flexible learning present particular challenges for students developing self-awareness and resilience as activities designed to develop these ‘soft skills’ often require participation and role play. Equipping students with the skills to self-reflect on their strengths and weaknesses from an early stage in their degree can maximise their chances of success and offer benefits for staff, as students are better able to self manage and self direct their learning. Modelling reflective practice as academics demonstrates a commitment to lifelong learning and professional praxis which ultimately works to bring about positive change in our community.
|Publication status||Accepted/In press - 08 Jul 2022|
|Event||Australasian Law Academics Association (ALAA) Annual Conference: Evolution or Revolution? Challenging Legal Education and Scholarship - Melbourne, Australia|
Duration: 07 Jul 2022 → 09 Jul 2022
|Conference||Australasian Law Academics Association (ALAA) Annual Conference|
|Abbreviated title||Legal Education|
|Period||07/07/22 → 09/07/22|