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Collaborative Law – praktyka prawnicza oparta na współpracy

100%

Zienkiewicz A.

Archiwum Filozofii Prawa i Filozofii Społecznej

2020

vol. 1(22)

111-120

Głównym celem tekstu jest scharakteryzowanie założeń oryginalnej praktyki prawniczej opartej na współpracy, określanej zazwyczaj mianem Collaborative Law. Dla realizacji przyjętego zadania w toku rozważań podjęto takie zagadnienia jak: 1) istota, zasady oraz ograniczenia pomocy prawnej, świadczonej w ramach Collaborative Law; 2) wybrane cechy praktyki prawniczej opartej na współpracy w ramach Collaborative Law; 3) główne różnice i podobieństwa pomiędzy Collaborative Law a mediacją. W podsumowanie zidentyfikowano preferowane kompetencje prawników świadczących pomoc prawną w ramach Collaborative Law, główne zalety takiej praktyki oraz istotne kwestie (w tym dylematy) etyczne, które mogą pojawić się podczas Collaborative Lawyering.

The main aim of the paper is to characterize the assumptions of the original legal practice based on cooperation, usually referred to as collaborative law. In order to achieve this goal, the author considers the following issues: 1) the essence, principles and limitations of collaborative law; 2) selected features of collaborative practice; 3) the main differences and similarities between collaborative law and mediation. The conclusion of the article identifies the preferred competences of lawyers who practice collaborative law, the main advantages of such practice, and the important ethical issues (including dilemmas) that may arise during collaborative lawyering.

The possibility of teaching practices as a community of practice based upon the experiences of student-teachers

67%

Blaszk M.

Neofilolog

2020

issue 54/2

305-316

In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.

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1 Archiwum Filozofii Prawa i Filozofii Społecznej

1 Neofilolog

1 Blaszk M.

1 Zienkiewicz A.

2 2020

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Collaborative Law – praktyka prawnicza oparta na współpracy

The possibility of teaching practices as a community of practice based upon the experiences of student-teachers