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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.
Trends in the selection, training and graduate profile in law: A comparative analysis from the best institutions of higher education
Authors
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Abad Ernesto Parada Trujillo
Tecnológico de Antioquía
https://orcid.org/0000-0002-9665-6105
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Carolina Moreno Echeverry
Tecnológico de Antioquía
https://orcid.org/0000-0003-1238-4737
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Andrea Johana Aguilar-Barreto
Tecnológico de Antioquía
https://orcid.org/0000-0003-1074-1673
Abstract
The article aims to identify trends in the training of lawyers, based on the comparative analysis of the law schools that are located at the top of international rankings.
It corresponds to a documentary study framed in the interpretative-hermeneutic paradigm, the qualitative approach of descriptive level and the analysis of the discourse. Three specific categories are analyzed: selection and admission to the law program, professional
graduate profiles, and organizational, curricular, and pedagogical aspects. The results show that prestigious law programs are characterized by: 1) carrying out rigorous
processes in the selection and admission of applicants with the support of institutional or national exams or tests, application of interviews, essay writing, letters of recommendation, portfolios presentation, among others; 2) promote comprehensive training focused on cognitive, metacognitive, and investigative abilities related to the epistemological dimension of law, mediated by individuals’ ethical, moral, humanistic, and political behavior;
and 3) incorporate the pedagogical dimension as an elementary matter that strengthens the organizational and curricular processes.
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