Legal literacy in teacher education programs: conceptualizing relevance and constructing pedagogy
Date
2009
Authors
Young, D.C.
Kraglund Gauthier, W.L.
Foran, A.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Conference program - Edge 2009: inspiration and innovation in teaching and teacher education, 2009, pp.1-9
Statement of Responsibility
Conference Name
Edge 2009 (14 Oct 2009 : Canada)
Abstract
Civil and criminal suits involving teachers exact a tremendous toll, both professionally and personally. Arguably, the best defence to potential litigation is to know and understand one‘s legal rights and responsibilities. The literature suggests that at present, teachers‘ levels of legal literacy are insufficient. As a result, teacher education programs need to provide pre-service teacher candidates with a sound theoretical and practical background in education law. Typically, this is achieved through stand-alone courses, or by addressing legal issues as part of a larger and broader survey type course. In either case, one of the key elements that instructors need to address is the manner in which they will disseminate the material. Based on research as well as on experience teaching education law, the authors argue that the case study method is a cogent means to instil within pre-service students an appreciation for the manner in which law impacts public education.