‘Favourable variations’: towards a refreshed approach for the interviewing classroom

Ching, J. ORCID: 0000-0002-9815-8804, 2015. ‘Favourable variations’: towards a refreshed approach for the interviewing classroom. Legal Education Review, 25 (1), pp. 173-202. ISSN 1033-2839

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Abstract

This paper considers the skill of client interviewing, or client counselling, reinforced in many common law countries by competence statements and as a mandatory component of vocational legal education. Over-reliance on interviewing protocols in the classroom creates a risk that students will develop a rigid, rehearsed performance which does not effectively reflective the nuanced nature of legal practice, or encourage them to develop a personal practice.

It is suggested that, as a significant microcosm of legal practice, interviewing should be treated as a threshold concept or capability. Literature around interviewing performances, including differentiation between novices and experts suggests that variation theory can be a useful means of helping novice students to understand the significance of the different variables in the client’s problem; to transcend this threshold and to supplement the interviewing protocol in developing towards a personal professional practice.

Item Type:	Journal article
Description:	General issue: article no. 8
Publication Title:	Legal Education Review
Creators:	Ching, J.
Publisher:	Australasian Law Teachers Association
Date:	2015
Volume:	25
Number:	1
ISSN:	1033-2839
Divisions:	Schools > Nottingham Law School
Record created by:	Jonathan Gallacher
Date Added:	31 Mar 2016 16:26
Last Modified:	31 May 2018 15:08
URI:	https://irep.ntu.ac.uk/id/eprint/27272

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