Metacognition in professional legal education: equipping trainee solicitors for practice post SQE

专业法律教育中的元认知：为实习律师提供 SQE 后的实践装备

• 批准号: 2266941
• 金额: --
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2266941
• 关键词: Metacognition; professional; legal; education; equipping

The aim of my research is to investigate the effect of a programme designed to support metacognitive development for law students during the professional phase of their legal education. As the introduction of the SQE includes transitional arrangements, the LPC and the SQE are likely to run in parallel for at least two years and it will be valuable to collect data from both cohorts.Following the development of the above resource, I anticipate that the first year of this research will be required to develop the questionnaires and agree the parameters of the research. Students will be offered the opportunity to participate and will be provided with details of the research and their involvement, together with a statement regarding anonymity and their right to end their involvement at any time without giving a reason if they so wish in compliance with appropriate ethical requirements. I will also ensure that the management of data is fully compliant with GDPR requirements.The aim of the research is to evaluate the significance of metacognitive development in legal education and to analyse the effect on performance, both academically and in the workplace. It is anticipated that learners and employers will find the programme beneficial and that providing students with this type of support will assist students whose educational experience has included fewer opportunities to develop metacognitively and whose performance in academic life and in professional education may be inhibited as a result. As considered above, the SQE is essentially a product-focused curriculum. As there are no courses, and therefore no attendance requirement, there are concerns that professional attributes and mindsets, which were integral to the LPC, will not be developed across the board (Bristol Law Society response to SRA consultation 2017).

我的研究的目的是调查的效果，旨在支持元认知发展的法律专业学生在他们的法律的教育阶段的计划。由于SQE的引入包括过渡安排，LPC和SQE可能会并行运行至少两年，从两个队列中收集数据将是有价值的。随着上述资源的开发，我预计这项研究的第一年将需要开发问卷并商定研究参数。学生将有机会参与，并将提供研究和他们的参与细节，以及关于匿名和他们的权利，以结束他们的参与在任何时候没有给出理由，如果他们愿意遵守适当的道德要求的声明。我还将确保数据管理完全符合GDPR要求。研究的目的是评估元认知发展在法律的教育中的重要性，并分析其对学术和工作场所表现的影响。预计学习者和雇主将发现该方案是有益的，为学生提供这种类型的支持将有助于那些教育经历中包括较少机会发展元认知以及其在学术生活和专业教育中的表现可能因此受到抑制的学生。如上所述，SQE本质上是一个以产品为中心的课程。由于没有课程，因此没有出勤要求，人们担心作为LPC不可或缺的专业属性和心态不会得到全面发展（布里斯托律师协会对2017年SRA咨询的回应）。