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Conceptualising PLT Practice as a Community of Learning through Practice Research

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My research focuses on Australian PLT practitioners’ engagement with scholarship of teaching and learning (“SoTL”) in institutional practical legal training (“PLT”). I adopt “practice research” to critically study individual and extra-individual accounts of SoTL in PLT. Individual accounts were drawn from semi-structured interviews with thirty-six PLT practitioners. Extra-individual accounts were drawn from statutory instruments, policy documents, speeches, legal education histories, official legal education reports, and peer-reviewed literature. I used qualitative methods to analyse these accounts, informed by sociological and cultural theories.
Based on my research, I argue that SoTL is “underdone” in PLT practice, some reasons for this, and why it matters. I propose that we enrich PLT and improve its status, by conceptualising PLT practitioners’ work as “practice” within a context-sensitive community of practice, informed by scholarship of teaching and learning, and using practical strategies.

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Conceptualising PLT Practice as a Community of Learning through Practice Research

  1. 1. Conceptualising PLT Practice as a Community of Learning through Practice Research Krlstoffer Greaves - Deakin University Australian Lawyer - PhD Candidate cf . . 'E‘- '3: Sgkfi/ ». ‘. ." I “ ' '". x‘ ‘ q, 4 ; ’Z‘: -' >’'. .'“I i . v;‘_ i‘-_")d"1.‘k; f“~. "-*¥_>§: fi=: ‘i; t."9. :1; _r k _‘F_’Ei1‘(_)tO-§)’ I)/1a. ;ra. ‘.1§1‘s. i?3‘; zit-flIc_| _<"1‘E‘. _c‘()n1_ .4‘: ~
  2. 2. Conceptualising PLT Practice as a Community of Learning through Practice Research Kristoffer Greaves - Deakin University Australian Lawyer - PhD Candidate - V, in . _ égipto fiic_i_<: i:_c‘c)ni . -n; ~
  3. 3. A community of practice is an intrinsic condition for the existence of knowledge. .. it provides the interpretive support necessary for making sense of its heritage. .. . ..participation in the cultural practice in which any knowledge exists is an epistemological principle of learning. The social structure of this practice, its power relations, and its conditions for legitimacy define possibilities for learning. .. Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation (1991), p. 98.
  4. 4. The social structure of this practice, its power relations, and its conditions for legitimacy define possibilities for learning. .. - PLT practice as community of practice - PLT practitioners — "old hands" in legal practice - PLT practitioners — "newcomers" in teaching & learning - Scholarship of Teaching & Learning (SoTL) - SoTL as practice research ~ as T&L scholarship 4
  5. 5. (>0 Q Q / ,0 Six Standards of Scholarship Glassick, Huber & Maerofi (1997, p. 36)
  6. 6. Clear Goals Basic purposes clearly stated Objectives defined, realistic and achievable Important questions identified
  7. 7. Adequate Preparation Demonstrable understanding of existing scholarship Necessary skills applied Necessary resources assembled to advance the work
  8. 8. Appropriate iwethocls Methods appropriate to goals Methods effectively applied Procedures modified in response to change
  9. 9. Significant Results Goals achieved Material contribution to the field Additional lines of inquiry
  10. 10. lEffect'i*i/ e Presentation Suitable and effective organisation Communication through appropriate fora to intended audience Presentation with clarity and integrity
  11. 11. Reflective Critique Critically evaluate own work Appropriate breadth of evidence Evaluate to improve quality of future work
  12. 12. .. ».. ... ... u m -. . <. .. . ». .., .-. i. mrg . . . .. .i. .., . . . . ..». ¢. .1. l , ... ... .. ..~. . . . . vn. ... . urll Ir‘ immnrlrm I m. . . ,,. ..i. ... .. . ... ,.. . . .;. ... ,.. ... .,. u w. . lzvlllvrvlw . v.. ..m . i.. ... ..-. ... ... . . y . . . ... . . -». ... .». . mm . -.. ... -. mi. .. . .., .,. u. .-. . . :.. ;m . ..m. ... ... .1. l1 1.. . . .. , ... ... . . ... .- . , . ... r . . . «.. .-A. ~m. l.. ... 1.4.1. r'in§*mrlnM . .-m. ;.m. . «mu . ..; ... m. i I. . . «.. .i . -um-i. ~. nnn. p.. ..-m. .. -.p. ... ..< 1-- . .m. ... l . . . ..i. ... Ten Reasons why Scholarship Of Teaching & Learning matters 4.. ... . : -.. .¢. .. ... ... i.. ... .: ... < in . ... .u. :.. m. iv. .. «. ... ... «.- um I ma. ilhv Raiws llw status of ii-or hing wppum Prm litrurm in lmrh rrmrv lmawvltrdgeahli I nnhlm Alt rnmrlahilil 3 .1] Oualm of form hm); Hnprm vs I rurnw lrurrium l xp: -nu-m (‘
  13. 13. Ten Reasons why Scholarship Of Teaching & Learning matters
  14. 14. Shows How Learning is made Possible (Healey 2000)
  15. 15. Raises the Status of Teaching (Trigwell and Shale 20011)
  16. 16. Supports Practitioners to Teach more Knowledgeably (Trigwell and Shale 2004)
  17. 17. Enables Accountability Of Quality of Teaching (Trigwell and Shale 2004)
  18. 18. improves Learners’ Learning Experiences (Trigwell and Shale 20014) + policy underlying shift to institutional PLT
  19. 19. Dual Professionalism and Responsibility as Practitioner and Educator (Shulman 2000)
  20. 20. Pragmatism. .. recognise SoTL informs T & L work. .. enables transparency . ..respond to external scrutiny (Shulman 2000)
  21. 21. Policy. .. recognise & critique national, state Et local policy. .. earn a seat at the policy—making table (Shulman 2000)
  22. 22. Serve Legislative intent of Profession Acts — Protect Clients, Protect Administation of Justice, improve Legal Services
  23. 23. Knowing how teaching & learning works, using that knowledge, rewards PLT practitioners’ efiorts (self-actualisation)
  24. 24. LT Practice Scholarship Working with the Practice / Academic Divide (Stokes 1997) Bohr’s Quadrant (Know What) Pasteur’s Quadrant (Use-Based) MERGE EBP + PBE Systematic generation of Internal + External Validity, Evidence-Based Practices (EBP) Collaborations Internal Validity Translate Research to Practice efficacy, rigour, rep/ icability V Edison's Quadrant (Know How) Generate & improve Practice-based Evidence in real world contexts (PBE) External validity action research, data-driven CONSIDERATION OF USE 0 Z QUEST FOR FUNDAMENTAL UNDERSTANIDNG Yes
  25. 25. Multi-Dimensional Model of Engagement with SoTL (Trigwell et al 2000) Informed Dimension TL IN Communication Dimension In Colnmlxavvoli uuuaunmunova with Kim IIKIH wall M (otimrucu Flaunt it Icuumnv nsuuuuu Usu rrconuu vuzoluts ENGAGE: cculluuv UV or EIKEAGIS osaruul SPEDIK Anion ISKAIJ1, or T1. Snow: alucrrv. nuaoc-c cormnr QDNKDGI Reflection Dimension Conception Dimension in ruouu; M nun: -I-uznnuz
  26. 26. What attracted you to teaching? ENJOYS INTERACTIONS WITH LEARNERS . g . - ENJOYED PROFESSIONAL MENTORING GIVING BACK TO PROFESSION PROFESSIONAL SKILLS TRANSFERABLE TO PLT TEACHING IS NATURAL O I ALWAYS UKED TEACHING O FEELS NATURALAPTTTUDE FOR TEACHING WORD SIMILARITY Jlcwd-‘ Ind" MORE FAMILY FRIENDLY THAN LAW O I DISCOVERED LOVE OF TEACHING . REAUSED LAW NOT FITTING TEACHING WAS FIRSTCAREER HAPPENSUNCE Q ATTRACTED TOACADEMIA O NOTATTRACTED TO ACADEMIA
  27. 27. ., ,. —-_. ,.. ... ... ... ... ..#. .a. -. so L-. -.-n--am . ... .,. ... .. .m. ... u. -uc. suu-in ! narIn u AF-A. as OHKA mm a nu m -n--. .-znna -gm. ..-. . nun Ana iniu. l . mum-. mm min: -i. nn. u_rI. p: (Dis lsimilanties Unbound by Jurisdiction. Affiliation, PAL PLTE. or Gender
  28. 28. Community of Practice - "Roadblocks" (ti - Juridical, Professional, Academic doxa - SoTL Capabilities under—developed - SoTL Resources not adequate (e. g. time) - Organisational epistemologies (what "counts") - Silos — intra- and extra-institutional - Status, Visibility, Influence (metrics, altmetrics)
  29. 29. Community of Practice — "Opportunities" - Interdisciplinary + Inter-institutional collaborations - Broaden opportunities - inputs + outputs - Time, Funding, Expertise - Conversations between "old hands" + "newcomers" - Real links between SoTL + "quality" + "excellence" - Alternative pathways - practitioner research, Social Media, "Alt Metrics", Influence, Impact, Advocacy for SOTL
  30. 30. I Kristoffer Greaves acknowledges and appreciates the support of Australasian Professional Legal Education Council Deakin University Warrnambool Collective for this presentation
  31. 31. ‘ . - ‘ I '. '; ~ ‘I ‘. " rs ‘. -.‘’. _I I I ‘- . _. ‘, ‘J. .. * ' . . . ,- 1' u *- -. ‘ . /“:2 t V. A . l~ -* . /I 0 I. - . I'- ~ , . r - 7 ~ T‘ . _ ‘ I/ .~ , «cl .4‘; , 3.1. I , .j”" Y‘. 5}? ’ ‘Z7 ii. 1'' 2 ‘" ‘ . .‘. v’ Conceptualising PLT Practice as a Community of Learning through Practice Research Kristoffer Greaves - Deakin University Australian Lawyer - PhD Candidate ' x '. at -_l, _,‘ . _ . _, _ ‘ _ 5

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