The case method like a learning instrument in procedural law

The use of “active” teaching methodology and its “coexistence” with the traditional “teaching class” means, doubtless, one of the main challenges for university teachers in the European Space of Higher Education. The purpose of this study is the test of the “case method” in the world of law. After a general think about the role of teachers and students in university courses, as well as the pedagogical properties (and also the difficulties) of this case method, we pay attention about the evaluation of its usefullness in the procedural law doctrine, in order to achieve a sort of conclusions, basing us in a practical experience about its “share” and “transverse” way; the importance of the “reflecting design”, the role of “asking questions” and a “commom discussion”; and its suitable approach as far as a method that give us a correct evaluation of competence and abilities (and about the knowledge too) that had been succeeded by the students.