TLHE project presentation by Paul M. Esber, Law
Faculty
ABSTRACT
This project
investigates the struggles and successes of teachers in applying theories of
teaching and learning in B.A and M.A settings. Specifically, it focuses on
graduates of the THLE Programme in the Law Faculty at Copenhagen University.
Data consisted of
qualitative interviews with THLEP graduates which were used to extract teaching
and learning philosophy and practices from the interviewees. Where possible an
observation of a class of their choosing followed to see the theory put into practice.
The project makes three
main findings: first, it affirms that communication is key to bringing
stakeholders (students) on board with strategies whose positive learning
outcomes make take several weeks to begin to be seen; second, flexible exam
formats can under the right circumstances make a large difference in
facilitating the application of teaching and learning philosophy methods that
improve learning outcomes; and finally, the findings suggest there is alignment
between all stakeholders (students, educators, Faculty administration and
future employers on the need to change the calibre of law graduate for the
contemporary workforce.
The project is relevant
to two groups. First, new graduates of the THLE programme who may be
overwhelmed when entering the classroom armed with tools that take time to bear
fruit. Second, to Faculty Administration, in so far as the findings suggest
that granting greater flexibility in exam formats to coordinators may result in
improved learning outcomes for students, and over time better preparedness for
the workplace.