¿Y si nos preocupamos del ejercicio profesional en todas las asignaturas de la carrera de Derecho, inclusive en las teóricas? Estudio y puesta en práctica de una propuesta metodológica que mejore el desempeño de los estudiantes con énfasis en la abogacía

Juan Pablo Díaz Fuenzalida

doi:10.5354/0719-5885.2021.57508

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

What if we worry about professional practice in all subjects of the Law School, including the theoretical ones? Study and implementation of a methodological proposal that improves student performance with an emphasis on the legal profession

Authors

Juan Pablo Díaz Fuenzalida Universidad Autónoma de Chile http://orcid.org/0000-0002-6490-9542

Vol. 8 No. 1 (2021)

https://doi.org/10.5354/0719-5885.2021.57508

Abstract

In recent years there has been a concern for the practical performance of future lawyers. Universities have made curricular modifications integrating courses where practical matters predominate but maintaining theoretical subjects. For this reason, the problem would only be partially alleviated, unless they incorporate methodologies and techniques guided by the exercise of the profession. Thus, it is proposed that it is possible to improve student performance with a methodological proposal that emphasizes the legal profession, both in traditionally theoretical and practical subjects. This, given that the necessary competencies would be developed to apply legal sciences, which must be evidenced with products of professional practice in its various fields of action. To carry out the verification exercise, the sample considered subjects from substantive and adjective law courses, day, and evening hours, and from different campuses. The result has shown that the approach is correct. It is possible to apply the methodology, highlighting that it improves a series of performances, both in students and teachers. There are no significant differences between the nature of the subject, the campus, or the day, but there are differences in the type of pedagogical methodology used.

Keywords:

Theoretical courses, practice of the profession, advogacy, learning products, evaluation instruments

Author Biography

Juan Pablo Díaz Fuenzalida, Universidad Autónoma de Chile

Juan Pablo Díaz Fuenzalida holds a PhD in Law and a Master's Degree in Governance and Human Rights, both from the Universidad Autónoma de Madrid. He is also a lawyer, with a degree in Law and Social Sciences, and a Master's degree in University Teaching, both from the Universidad Autónoma de Chile. He is Professor of Law at the Institute for Research in Law of the Universidad Autónoma de Chile and Researcher in charge of the Fondecyt Postdoctoral 2020 project (3200477) entitled "National Institute of Human Rights (INDH): Evaluation of its 10 years of protection and promotion of human rights in the courts of justice in Chile".

E-mail: jpdiazfuenzalida@gmail.com / juanpablo. diaz@uautonoma.cl

https://orcid.org/0000-0002-6490-9542

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How to Cite

Díaz Fuenzalida, J. P. (2021). What if we worry about professional practice in all subjects of the Law School, including the theoretical ones? Study and implementation of a methodological proposal that improves student performance with an emphasis on the legal profession. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 8(1), 137–156. https://doi.org/10.5354/0719-5885.2021.57508