Between Legal Knowledge and Teaching Practice: The Importance of Pedagogical Support in the Training of Judge-Educators
DOI:
https://doi.org/10.62009/bemviver.2764.9679n1/2026/576/p46-57Keywords:
teacher education, judiciary, pedagogical support, Cultural-Historical Theory, judicial educationAbstract
The teaching practice of judges in judicial schools takes place within a context that requires not only legal expertise but also pedagogical competencies to ensure high-quality legal education. The central issue lies in the predominantly legal training of these professionals, which often hinders the development of the pedagogical knowledge and practices required for effective teaching. This theoretical essay addresses the following research question: How can pedagogical support contribute to enhancing the teaching practice of judges? Drawing on the epistemological foundations of Cultural-Historical Theory, which emphasizes the mediating role of the educator in learners’ cognitive development, this study argues that pedagogical support, combined with active learning methodologies and an understanding of the Zone of Proximal Development, strengthens the educational process in judicial schools. The analysis indicates that valuing pedagogical support fosters the integration of legal expertise and educational practices, thereby constituting a strategic element for improving judicial education. It is therefore argued that the pedagogical development of judges who serve as educators makes a significant contribution to their professional development and to the enhancement of judicial training.
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