ABSTRACT

This study proposes to investigate the contribution clinical legal education (CLE) can make to student learning in legal ethics. CLE (in the form of student law clinics and CLE modules) is a learning environment in which students learn from experience by providing legal advice to live or simulated clients with the support of their tutors or supervisors. Reflection has been identified as a key feature of CLE in terms of teaching legal ethics. The main impetus for this study is that reflection as a facilitator of professional learning is, however, not well understood and insufficiently explored. This study will therefore aim to fill this gap in existing research by investigating how reflection, as one of the key features of CLE, develops ethical competence in law students, using an interpretive phenomenological analysis (IPA) approach. The findings of this study therefore have the potential to be an original contribution in this field, as well as having practical implications for the design of CLE modules and student law clinics in future.

摘要

本研究旨在调查临床法律教育（CLE）对学生学习法律伦理的贡献。CLE（以学生法律诊所和 CLE 模块的形式）是一种学习环境，学生在其中学习经验，在导师或主管的支持下向现场或模拟客户提供法律建议。在教授法律伦理方面，反思已被确定为 CLE 的一个关键特征。这项研究的主要推动力是，反思作为专业学习的促进者，然而，没有得到很好的理解和充分的探索。因此，本研究旨在通过调查作为 CLE 的主要特征之一的反思如何使用解释性现象学分析 (IPA) 方法培养法学院学生的道德能力，从而填补现有研究中的这一空白。