REFLECTIVE TEACHING ACTIVITIES IN LEGAL EDUCATION
A CASE STUDY AT THE UNIVERSITY OF LAW, VNU
DOI:
https://doi.org/10.18316/rcd.v16i44.12034Keywords:
legal education, reflective teaching methodology, cognitive ladder, VietnamAbstract
Reflection is recognized as one of the most important ways of cognitive processes. In higher education, reflective teaching methodologies and activities are considered as important among students. Theories on reflection learning and teaching have been well developed from educational perspectives,with its effectiveness being confirmed. However, the implementation of these theories in higher education faces challengesdue to the gap between theory and practical issues. Law courses have their own characteristics in terms of content, legal approaches and practical income elements, which should be carefully considered. In this context, this study investigates the teaching methodologies applied at the University of Law, Vietnam National University. It aims to anwser the research question: which reflectiveteaching methodology should be implemented in law courses and how should it be implemented?
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