Category: Pedagogy
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Wallace J Mlyniec, “Where to Begin – Training New Teachers in the Art of Clinical Pedagogy”
This article describes the clinical program at the Georgetown Law Centre and sets out a clinical training program for new supervisors. The program and the article suggest six fundamental beliefs, including: Notably, teaching as a clinical teacher or supervisor is exceptionally difficult as it requires an understanding of teaching techniques, students’ prior knowledge, attention to…
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Margaret Castles & Carol Boothby, “What Hat Shall I Wear Today? Exploring the Professional and Ethical Implications of Law Clinic Supervision”
This chapter proposes that it is valuable for clinical supervisors to identify and understand their various roles with respect to their associated professional expectations to ensure that they adopt a mindful and balanced approach to supervision. Clinical supervisors hold many roles: legal practice manager, senior lawyer, risk manager, assessor of written work and performance, counsellor,…
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Gemma Smyth & Marion Overholt, “Framing Supervisory Relationships in Clinical Law: the Role of Critical Pedagogy “
This paper focuses on the student-lawyer supervisory relationship in Canadian clinical legal clinics. The authors argue that students rely on their clinic supervisor’s approach to practice as a valid (and often primary construction) of the meaning of legal practice. These relationships can play a crucial role in the formation of students’ professional identity. Clinic supervisors…
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Cynthia Batt & Harriet N Katz, “Confronting Students: Evaluation in the Process of Mentoring Student Professional Development”
This article addresses mentoring the professional development of students in clinical and externship placements. Through a series of survey questions answered by clinic supervisors, supervisors indicated that professional qualities they sought in students included a conscientious approach to work, curiosity and empathy, and appropriate behaviour standards. Supervisors set out a series of challenges they face…
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Clinical Legal Education Association, “Handbook for New Clinical Teachers”
This handbook was first drafted in 1999 and has been updated many times since. The handbook is aimed at new clinicians in the United States. It contains short explainers of various important topics in clinical legal education, including supervision. The handbook contains useful information for Canadian clinicians, but has a very strong American perspective. The…
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Neil Hamilton & Lisa Montpetit Brabbit, “Fostering Professionalism through Mentoring”
This article mentor relationships as fostering professionalism. Notably, literature often defines the two as distinct principles. The authors note that “a mentor in the legal profession is a person who helps a lawyer (or law student) develop professionally both in internalizing the principles of professionalism and in achieving the protege’s personal professional goals” (106). The…
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Stephen Billet & Linda Sweet, Multiple Dimensions of Teaching and Learning for Occupational Practice
This chapter examines medical students’ learning through their clinical experiences. Much of medical student learning is founded on the concept of relational interdependence; the relational nature of the interdependence between the social norms, forms, and practices that individuals are provided. Observation, questioning, engaging in activities, modeling, and parallel practice, amongst others, all contributed in different…
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Derek Milne, Evidence-Based Clinical Supervision: Principles and Practice
This book outlines an evidence-based approach to supervision which finds its theoretical foundations in experiential learning. This model of supervision has been likened to the ‘Best Evidence Medical Practice Education,’ in that both models “… treat professional development in a systematic way, based on the highest quality, most relevant research” (2). While this book focuses…