Investigating the feasibility of using student reflective journals to understand how clinical legal education can develop the ethical competence of law students

Article


Balan, A. 2019. Investigating the feasibility of using student reflective journals to understand how clinical legal education can develop the ethical competence of law students. The Law Teacher.
AuthorsBalan, A.
Abstract

The purpose of this small-scale empirical study is to gain an insight into how to explore the contribution clinical legal education (CLE) can make to teaching legal ethics to law students. CLE provides real or simulated opportunities for students to provide legal advice and learn through application, practice and reflection in work-integrated contexts, for example through student law clinics and CLE modules. Previous empirical studies in this area, which have focused on whether CLE can develop a sense of ethical competence in law students, have argued persuasively that CLE provides an effective vehicle for teaching ethics, and this is now generally supported by academic opinion. However, hardly any attention has been given to how CLE develops the ethical competence of law students. This study, which is concerned with conducting a feasibility study of the use of reflective journals within CLE to determine whether and how a full-scale study can be done, is aimed at addressing this gap.

JournalThe Law Teacher
ISSN0306-9400
1943-0353
Year2019
PublisherTaylor & Francis for Association of Law Teachers
Accepted author manuscript
License
Digital Object Identifier (DOI)doi:10.1080/03069400.2019.1587875
Web address (URL)https://doi.org/10.1080/03069400.2019.1587875
Publication dates
Online01 Apr 2019
Publication process dates
Deposited01 Apr 2019
Accepted25 Feb 2019
Accepted25 Feb 2019
Copyright information© 2019 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in The Law Teacher on 01/04/2019, available online: http://www.tandfonline.com/10.1080/03069400.2019.1587875.
Page rangeIn Press
LicenseAll rights reserved (under embargo)
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https://repository.uel.ac.uk/item/84417

Accepted author manuscript

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