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Even more than in other areas of higher education, teaching innovation in legal education is currently aimed at supporting the development of reflective, critical thinking, and problem-solving skills, which are essential requisites to face a profession whose degree of complexity is clearly increasing. To this aim, the Department of Law and the Teaching and Learning Center (TaLC) of the University of Verona have launched teaching innovation paths by adopting the educational and transformative evaluation perspectives, which are implemented through the peer observation and the analysis of discursive practices. The goal of these hetero-evaluative strategies is to promote reflective and metacognitive processes, which should lead instructors to acquire greater awareness of the strengths and weaknesses of their teaching practices and improve them.

L'analisi delle pratiche discorsive come strumento a servizio dell'innovazione didattica nella Higher Education: un'esperienza nella legal education