The Code of Professional Responsibility adopted by each state stipulates that lawyers must remain competent in their work. Continuing legal education is a way to acquire professional skills. Other professions such as medicine, training and accounting also require further training. Beginning in the 1990s, states added specific content requirements. For example, Minnesota requires lawyers to take three hours of ethics courses and two hours of courses related to the elimination of bias in the legal profession in each reporting cycle. The State of California requires attorneys to require one hour of classes per reporting cycle to prevent and detect substance abuse. The purpose of legal education is to maintain or sharpen the skills of lawyers and licensed judges. Accredited courses explore new areas of law or revise the basic principles of practice and examination. Continuing legal education programs are sponsored by state, local, and federal bar associations, law firms, law schools, and groups such as the American Bar Association (ABA) and the American Law Institute. In most states where legal training is required, non-practicing lawyers may choose to obtain limited status. This means they can keep their legal license, but don`t have to meet any training requirements.
Sometimes cases of difficulty or extenuating circumstances exempt practicing lawyers from a training requirement. An informal survey conducted in 1974 by state and local municipal law societies revealed broad support for mandatory legal education. The measure was favoured in order to ensure professional competence and improve the public image of lawyers. The proponents believed that continued legal clarification would reduce the number of lawsuits for legal errors, keep lawyers informed of significant changes to the law, and improve client representation. A year later, in 1975, Minnesota became the first state to introduce mandatory legal education. The Minnesota Legislature seemed ready to take over the administration of legal education; However, the Minnesota Supreme Court favored court-mandated education and took appropriate steps to introduce it. The court ordered that all Minnesota attorneys and judges complete 45 hours of post-admission legal training every three years. The provision of legal education has evolved over time. Although most programs are presented locally, many providers now hold videotape sessions and broadcast them to various locations in a state. This allows lawyers in rural areas and more remote locations to earn their loans locally. In addition, national providers such as the ABA organize seminars that are organized by satellite transmission to cities in the United States.
Legal education is compulsory in 40 countries; Voluntary programs are offered in the other 10. The courses are approved by the public bodies that supervise the training. In states where legal education is mandatory, lawyers receive credits for attending conferences and seminars given by respected lawyers, judges and academics. Courses cover a variety of topics that affect almost every area of practice. Written program materials are usually included in the tuition fee. To define a legal term, enter a word or phrase below. (n) (1) any system of regulation regulating the behaviour of persons in a community, society or nation in response to the need for regularity, coherence and justice based on collective human experience. Customs or behaviors governed by the power of the local king were replaced by laws as soon as man learned to write. The first book of laws was written around 2100 BC.
J.-C. for your-Nammu, king of your, a city-state in the Middle East. In three centuries, Hammurabi, king of Babylonia, had listed the laws of private conduct, business and legal precedents, of which 282 articles have been preserved. The term «eye for an eye» (or equivalent) is there, as is drowning as punishment for adultery by a woman (while a husband can have slave concubines), and the unequal treatment of rich and poor was codified for the first time here. It took another thousand years for written legal systems to develop between Greek city-states (especially Athens) and Israel. China has developed similar rules of conduct, as has Egypt. The first legal system to have a direct impact on the American legal system was the codification of all classical law, ordered by the Roman Emperor Justinian in 528 and completed in 534, becoming the law of the Roman Empire. This is called the Justinian Code, on which most of the legal systems of most European nations are based to this day.
The main source of American law is the common law, which had its roots around the same time as Justinian among the angels, the British, and later the Saxons in Britain. William the Conqueror arrived in 1066 and combined the best of this Anglo-Saxon law with Norman law, leading to English common law, much of which was made by habit and precedent rather than written code. The American colonies followed English common law with minor variations, and Sir William Blackstone`s four-volume commentaries on the laws of England (completed in 1769) were the legal «bible» for all American border guards and influenced the development of state legal codes. To a large extent, the common law has been replaced by written statutes, and a gigantic corpus of such laws has been enacted by federal and state legislators, ostensibly in response to the greater complexity of modern life. (2) n. a law, ordinance or ordinance promulgated and entered into force by the legislature of a government, or in certain countries created by decree without a democratic process. This is different from «natural law,» which is not based on law, but on a supposed common understanding of what is right and proper (often based on moral and religious commandments, as well as a common understanding of fairness and justice). 3) n. Generic term for any set of rules of conduct, including specialized rules (military law), moral behavior between different religions, and organizations generally referred to as «statutes.» The extent to which education authorities support this process varies, as does the effectiveness of different approaches. A growing research base suggests that, to be more effective, CPD activities should do the following: Some research[18] suggests that such programs: increase the retention of future teachers in the profession; improving teaching performance; Promote the personal and professional well-being of teachers. [19] Some authors have therefore identified a need for more research on «what teachers need to know about teachers themselves» and what institutional support is needed to «meet the complex requirements of teacher preparation in the 21st century.» [53] The complexity of the tasks of the teacher trainer stems in part from the fact that, as research has shown, they have multiple professional identities. (This is related to the questions highlighted above about the definition of the term).
While some of those responsible for teacher education identify themselves as «teacher trainers», others may identify themselves more as «researchers» or «academics»; others may relate primarily to their academic discipline, such as «chemist» or «geographer». [37] MacCrate, Robert, ed. 1992. Juristische Ausbildung und berufliche Entwicklung: Ein Bildungskontinuum. St. Paul, Minnesota: West. Not all cultures have a concept that corresponds exactly to the English term «teacher educator». [32] Even where the concept exists, the range of roles covered by the term varies considerably from country to country. [33] In some traditions, the term «teacher trainer» may be used instead of «teacher trainer.» Because the world in which teachers prepare young people to enter is changing so rapidly, and because the pedagogical skills required are also evolving, no initial teacher training can be enough to prepare a teacher for a career of 30 or 40 years. As the student body continues to change due to demographic issues, there is constant pressure on academics to master their subjects but also to understand their students. [24] [25] Continuing professional development (CPD) is the process by which teachers (like other professionals) reflect on, maintain and further develop their skills. More recently, an important role in the world of teacher education has been covered by the Erasmus programme and its platform, schoolEducationGateway; To offer a unique opportunity to European teachers in international training courses in various European countries, fully funded by KA1 (KeyAction1).
[31] While schools and teachers are often in the news and in political debates, research shows that the profession of teacher trainer is largely absent from these public discussions and from the political discourse in education [48], which often focuses exclusively on teachers and principals.
