LAW TEACHING (PREFIT - AREA D)
Learning outcomes of the course unit
ADDRESSEES AND PURPOSE of the course:
All interested students may take this course; however it is addressed in particular to students who are planning to become teacher after the degree. Indeed, by passing this examination the students shall receive 6/24 credits required to compete in the contest.
This course is intended to provide the students with basic knowledge and competence about methods and technologies of law teaching (A 46 legal and economic science), according to the decree 616/2017:
By attending the lectures and/or by studying the e-learning units, the students shall be able to:
1. know some basic concepts concerning overall the teaching, the innovative teaching methods and the learning processes;
2. know some conceptual and epistemological issues concerning legal education;
3. know and analyse the methods used in law teaching;
4. know and analyse some innovative methods and technologies used in law teaching;
5. speak and argue correctly about legal issues;
6. know educational goals and achievements included in legislation concerning law teaching in high school, and distinguish between knowledge, skills, competences and their educational role;
7. know and analyse law teaching practices implemented in high school;
8. know and use digital technologies in legal education.
Course contents summary
- General introduction to teaching: theories and concepts;
- Conceptions of teaching and learning processes;
- Innovative teaching methods;
- The law today as a teaching and learning object: conceptual, epistemological, educational issues;
- Principles, methods and goals for a curriculum in legal education;
- Critical analysis of some teaching methods used in legal education;
- Teaching strategies to improve the understanding and practice of legal language, argumentative skills and expressive ability in legal education;
- The legislation concerning educational goals, competences and achievements of law teaching in high school;
- Analysis of teaching practices implemented by law and economics teachers;
- The role of digital technologies in legal education.
The examination shall mainly cover the topics contained in 15 e-learning units available to all students on Elly:
The e-learning units are designed in such a way as to be studied autonomously by non attending students and to offer support to attending students. Indeed, the same topics shall be addressed in e-learning units and in the lectures.
Non attending students in view of the examination shall study the e-learning units (introduction, texts, video, images, exercises, tools of self-assessment) and a further textbook to choice between the two following books:
- D. Giuli, N. Lettieri, N. Palazzolo, O Roselli (eds.), Simulazioni interattive per la formazione giuridica. Didattica del diritto, tecnologie dell’informazione, nuovi modelli di apprendimento, Edizioni Scientifiche Italiane, Napoli 2007, pp. 13-88; 171-186; 245-254 (100 pp.)
- G. Pascuzzi, Avvocati formano avvocati. Guida all’insegnamento dei saperi forensi, il Mulino, Bologna 2015, pp. 69-81; 97-151; 163-190 254 (100 pp.).
Attending students in view of the examination shall study the topics addressed in the lectures and further reading suggested during the lectures, without any additional textbook. They may benefit from the e-learning units.
This is a blended course. The same topics shall be addressed in lectures and in e-learning units, available to all students on Elly.
Both lectures and e-learning units are intended to help the students to think critically about the topics addressed and to develop an autonomous learning method.
The e-learning units do not offer merely learning objects but also advices to how study them, exercises and tools of self-assessment available to the students in view of the examination. The lectures shall follow the treatment of the subjects as it is developed in e-learning units:
- The first lectures (corresponding to units 1-3) shall introduce the basic concepts of theories of teaching and learning, and shall outline some innovative teaching methods;
- following lectures (corresponding to units 4-7) shall pay special attention to the teaching of law;
- further lectures (corresponding to units 8-11) shall present the methods of law teaching in high school (legislation and practical experiences);
- last lectures (corresponding to units 12-15) shall address the role of digital technologies in teaching and learning law.
Assessment methods and criteria
Oral examination, consisting of some questions concerning the issues addressed in the lectures and e-learning units (and in the additional textbook, for non attending students).
Different kinds of questions:
- broad and general questions, intended to test the knowledge of basic concepts and theories of teaching and learning;
- more specific questions, intended to test the ability to recognize, compare, and distinguish the topics of law teaching;
- follow-up questions, intended to test the ability to understand and use the special concepts and language of law teaching.
To pass the examination the students have to provide at least two correct answers out of three.
Mark range: 30/30 and mention to 18/30.
- broadness and depth of the acquired knowledge;
- adequate competence in order to understand the mentioned topics;
- thoughtful exposition of the subjects, beyond a mechanical repetition;
- language skills and expressive ability.
An intermediate test shall be scheduled during the course, only for attending students (novber 2018). This test shall have the same structure as the examination.
The students shall apply for this test during the lectures.
Mark obtained in this test shall contribute to the final mark (if satisfactory), or it shall serve as an intermediate self-assessment tool (if not satisfactory), in order to make the student able to improve his knowledge and learning method toward the final examination.