Professional Competences of Jurisprudence Educators

Abstract

Nowadays, the profession of Jurisprudence educator is one of the most relevant and top requested among all specializations; however, in order to become a high-skilled Jurisprudence educator, one should possess significant professional qualities, including being professionally competent in the context of teaching. Taking into consideration the above mentioned, as well as based on the subject matter of the scientific article, the purpose of the study is to reveal the theoretical and practical features of the professional competences’formation and development of the Jurisprudence educators. Methods of analysis, synthesis, observation, description, comparison and generalization have been applied to reveal the purpose of the scientific research. It has been established that modern Jurisprudence teachers should possess the following professional competences: to be fluent in modern legislation and other legal norms; to rely on the features and qualities of leading scientists, working in this field; to be able to interconnect private and public interests and allocate responsibility to individual cases; to be well-versed in legislative practice and to act by law in unexpected situations; to encourage students to actively participate in the learning process, while avoiding delays in classes or even truancies; to expect knowledge from their studentsin a positive light; to enlist the respect and trust of students; to treat students positively and with respect, regardless of their religious, cultural, social or linguistic background; to cooperate with parents and other students’ custodial persons; to think critically and professionally; to prepare for classesto a full extent, using modern innovative teaching methods to teach material in the classroom;to take an active part in activities organized by the tertiary educational institution, local community, etc.; to be engaged in professional development, constantly improve one’s own competences. Based on the results of the conducted study of the theoretical and practical features of the professional competences’ formation and development of Jurisprudence educators it has been established that these competences begin to form and develop even at the stage, when students (future Jurisprudence educators) study at the tertiary legal educational institutions.

Justicia alternativa e identidades múltiples del abogado. Impacto de un currículo.

“…Ante el surgimiento de los Métodos Alternos de Solución de Con ictos en la Justicia Alternativa, se identi ca un segundo grupo de autores que tiene una perspectiva a partir del deber ser del abogado; desde esta visión, se plantea un conjunto de características que nacen como respuesta a los cambios introducidos por un contexto globalizado (Efrón, 2009;Molina, 2009;Bocanegra, 2012;Castañeda, 2013;Pereira, 2015;Husenko et al, 2020;entre otros). A partir de incorporar una visión global de la profesión -como no ocurría desde la década de los ochenta-y frente a la propuesta concreta de la JA, estas interpretaciones consideran un conjunto de recomendaciones en cuanto a la formación académica de los abogados, las cuales no implican necesariamente la creación de identidad.…”

“…En este orden de ideas, Efrón (2009) y Husenko et al (2020) identi can características intrínsecas de la profesión que las instituciones universitarias .…”

“…Por ello, la identidad de estos profesionales presenta desafíos vinculados a cambios contextuales que se proclaman entre la dicotomía de una formación académica con la tradición histórica de origen medieval y su acercamiento a la moderna JA (Douglas, 2015;Dagilyte y Coe, 2014;Brubaker et al, 2014). Estas habilidades blandas consisten en sensibilizar a los estudiantes de derecho, por ejemplo, sobre las realidades del contexto regional y rural (Kennedy, Mundy y Nielsen, 2016), y llamarlos a adoptar un enfoque más socio-legal (Waters, 2017), incluyendo en la educación jurídica el manejo de las emociones (Heath, Galloway, Skead, Steel y Israel, 2017;Husenko et al, 2020).…”