Reflecting on Reflection: A Dialogue Across the Hemispheres on Teaching and Assessing Reflective Practice in Clinical Legal Education

Rachel Spencer & Susan L. Brooks (2019) Reflecting on reflection: a dialogue across the hemispheres on teaching and assessing reflective practice in clinical legal education, The Law Teacher, 53:4, 458-474, DOI: 10.1080/03069400.2019.1667085

Posted: 8 Dec 2019 Last revised: 9 Dec 2019

See all articles by Susan L. Brooks

Susan L. Brooks

Drexel University Thomas R. Kline School of Law

Rachel M. A. Spencer

Monash University; Flinders University

Date Written: November 7, 2019

Abstract

Why is it so important for law students to learn to be reflective? What do we mean by “reflective practice” in the context of legal education? How do we actually teach reflective practice in experiential offerings such as clinics and externships? Finally, how do we assess law students’ reflective work? These questions continue to challenge those of us who strive to teach reflective practice as a core set of skills, including many who view ourselves as clinical legal educators. In this article, two seasoned clinical law teachers who have directed experiential courses and programs in different countries engage in a friendly dialogue about these and other fundamental questions about teaching law students to become reflective practitioners. Together, they offer their collective wisdom regarding the “why”, the “what”, and the “how” of teaching reflective practice in clinical and experiential legal education.

Keywords: Reflection, reflective writing, experiential learning, relational lawyering, clinical legal education

Suggested Citation

Brooks, Susan L. and Spencer, Rachel M. A., Reflecting on Reflection: A Dialogue Across the Hemispheres on Teaching and Assessing Reflective Practice in Clinical Legal Education (November 7, 2019). Rachel Spencer & Susan L. Brooks (2019) Reflecting on reflection: a dialogue across the hemispheres on teaching and assessing reflective practice in clinical legal education, The Law Teacher, 53:4, 458-474, DOI: 10.1080/03069400.2019.1667085, Available at SSRN: https://ssrn.com/abstract=3491413

Susan L. Brooks (Contact Author)

Drexel University Thomas R. Kline School of Law ( email )

3320 Market Street
Philadelphia, PA 19104
United States

HOME PAGE: http://www.drexel.edu/law/susan-brooks.asp

Rachel M. A. Spencer

Monash University ( email )

60 Beddoe Avenue
Clayton, Victoria 3168
Australia
+61 3 9905 4334 (Phone)

Flinders University

GPO Box 2100
Adelaide S.A. 5001, SA 5063
Australia

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