The Legal Education Academic: Research- Led Teaching

Patricia Easteal

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

How could a legal academic combine reflection, scholarship and research with teaching? There is no simple answer since the concept of research-led teaching is complex. It encompasses numerous distinct but interrelated meanings. There is a variety of terminology used to describe different aspects of these nexuses between teaching and research. The terms ‘research-led education’ and ‘research-led teaching’ are used loosely and seem to evoke different meanings to different people, including the academics who write about them. In the following chapter I explore a number of these definitions by looking at some of the intersections of education with research. For each nexus, I include discussion and examples from my own research-led teaching practices. For instance, I engage in on-going action research which involves studying learning styles and assessment: observing, looking at critique, reflecting, and integrating the student feedback and my observations of the students into my teaching. This is a form of scholarship in itself and, as discussed at the end of the chapter, makes the practices translatable into both scholarly publication and applications for teaching awards
Original languageEnglish
Title of host publicationExcellence and Innovation in Legal Education
EditorsJill Cowley, Sally Kift, Michelle Sanson, Penelope Watson
Place of PublicationSydney
PublisherLexis Nexis
Pages529-556
Number of pages28
Edition1st
ISBN (Print)9780409328165
Publication statusPublished - 2011

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