DOI•
La enseñanza del Derecho Romano a través de problemas
01 Jan 2010-Iss: 11, pp 11-19
TL;DR: The work of the Juridical Clinic for the Protection of the Infancy and the Adolescence of the Law Faculty of the University of Barcelona as mentioned in this paper has been described in detail.
Abstract: The purpose of the present document is to announce and share the experience of the work of the Juridical Clinic for the Protection of the Infancy and the Adolescence of the Law Faculty of the University of Barcelona; the aims and the methodology of work. In the frame of the Juridical Clinic, the students, of the last course of the Degree of Law, develop practices in a professional environment in order to acquire the competitions that they qualify for the exercise of the professions juridical; but not only that, the particular aim of our Clinic is to compromise the students with the defense of the people’s rights and the most vulnerable groups of our company. To such effect, we articulate a participative, collaborative work and in network between the own students, the teachers or academic tutors and the attorneys of the entities who take part in the Clinic. Between all, we unite efforts to advance in the study, the investigation and the defense of the rights of the children and the most vulnerable teenagers or in situation of social exclusion.
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TL;DR: In this paper, the authors investigate how universities, as transmitters of social awareness, should reflect the problem of inequality between the sexes in educational processes and reflect gender studies in managing knowledge through cross-curricular studies.
6 citations
Posted Content•
TL;DR: In this paper, aportar algunos materiales filmicos al objeto de que el profesorado pueda llevarlo a la practica en el contexto aulico y asi dar un toque de novedad que, sin lugar a dudas, llamara la atencion de los discentes por la materia.
Abstract: El cine constituye uno de los metodos mas poderosos de difusion del saber, promoviendo metodologias activas, y su entrada en los estudios de Derecho constituye una evolucion de las clases tradicionales, anteriores al EEES (Espacio Europeo de Educacion Superior), en las que el alumnado representaba el papel de un mero receptor de informacion. Con este trabajo pretendemos aportar algunos materiales filmicos al objeto de que el profesorado pueda llevarlo a la practica en el contexto aulico y asi dar un toque de novedad que, sin lugar a dudas, llamara la atencion de los discentes por la materia.
4 citations
15 Mar 2021
TL;DR: In this paper, the dominant pedagogical model in the academic programs of administration offered by the Universities attached to the Central Chapter of the Colombian Association of Faculties of Administration was analyzed.
Abstract: The objective of the article is to show the dominant pedagogical model in the academic programs of Administration offered by the Universities attached to the Central Chapter of the Colombian Association of Faculties of Administration. The study was developed in two phases: the first was to contrast the pedagogical models described in the Educational Projects of the Programs against the teaching practice, and the second was the characterization of the pedagogical features. Significant features of an inter structuring pedagogical model were evidenced.
2 citations
01 Jan 2011
2 citations
DOI•
05 Apr 2011TL;DR: In this article, the authors analyze the student's positive opinions and values rising from an experience of PBL and show how the PBL strategy improves their capacities in learning and solving out professional problems, and how this happen due to the facilitation of the peerinteraction and the possibility of having a clear action-oriented approach.
Abstract: Training professionals in Law has been traditionally developed according to different frames and kinds of learning experiences. Nevertheless, such span of learning potential and different professional frames has not been historically assumed by the Spanish universities who conducted a common curricular model, both centralized and focused mainly to a content memorization, according to a dogmatic interpretation of them. Despite the former, there are different qualitatively contrasted teaching strategies, which can be implemented in Law professional training. PBL is one of the best known approaches among them. In this paper different relevant issues giving teaching such approach are reviewed. The article analyzes the student’s positive opinions and values rising from an experience of PBL. Such values reflect its significant contribution to a deep learning and as a strategic way for enhancing their sense of professionalism. The students’ empirical data shows how the PBL strategy improves their capacities in learning and solving out professional problems. Thus, it seems to exert a positively impact in how manage their learning autonomy as students. The collected data shows how this happen due to the facilitation of the peer-interaction and the possibility of having a clear action-oriented approach.
2 citations
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01 Dec 2008
TL;DR: In this article, the authors argue for the relevancia del aprendizaje cooperativo en las reformas universitarias and present a tutoria entre iguales (parejas en las cuales un estudiante hace de tutor, aprende ensenando a su companero, and el otro de tutorado) with reciprocidad de roles.
Abstract: El articulo empieza argumentando la relevancia del aprendizaje cooperativo en las reformas universitarias y presentando la tutoria entre iguales (parejas en las cuales un estudiante hace de tutor �y aprende ensenando a su companero� y el otro de tutorado �y aprende gracias a la ayuda personalizada que recibe). Despues se presenta una experiencia de tutoria entre iguales, con reciprocidad de roles, en la Universidad de Oaxaca, en la cual los estudiantes de Educacion actuan de tutores en una unidad didactica. Ademas de aprender la materia, los estudiantes practican la docencia. Aprender y experienciar la tutoria entre iguales facilitara que esta sea incorporada en el repertorio de metodologias de estos futuros maestros.
17 citations
Journal Article•
17 citations
Book•
01 Jan 2011
TL;DR: The Global Clinical Movement: Educating Lawyers for Social Justice as discussed by the authors describes the central concepts, goals, and methods of clinical legal education from a global perspective, with a particular emphasis on its social justice mission.
Abstract: Clinical legal education is playing an increasingly important role in educating lawyers worldwide. In The Global Clinical Movement: Educating Lawyers for Social Justice, editor Frank S. Bloch and contributors describe the central concepts, goals, and methods of clinical legal education from a global perspective, with a particular emphasis on its social justice mission. With chapters written by leading clinical legal educators from every region of the world, The Global Clinical Movement demonstrates how the emerging global clinical movement can advance social justice through legal education. Professor Bloch and the contributors also examine the influence of clinical legal education on the legal academy and the legal profession and chart the global clinical movement's future role in educating lawyers for social justice. The Global Clinical Movement consists of three parts. Part I describes clinical legal education programs from every region of the world and discusses those qualities that are unique to a particular country or region. Part II discusses the various ways that clinical programs and the clinical methodology advance the cause of social justice around the world. Part III analyzes the current state of the global clinical movement and sets out an agenda for the movement to advance social justice through socially relevant legal education.
16 citations