Becoming a Member of the Police. Workplace Expectations of Police Students during In-Field Training

Autor/inn/en	Hoel, Linda; Dillern, Thomas
Titel	Becoming a Member of the Police. Workplace Expectations of Police Students during In-Field Training
Quelle	In: Studies in Continuing Education, 44 (2022) 1, S.173-188 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoel, Linda) ORCID (Dillern, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2020.1865298
Schlagwörter	Law Enforcement; Training; Students; Teacher Expectations of Students; Professional Development; Learning Processes; Social Influences; Student Participation; Professional Identity; On the Job Training; Workplace Learning; Foreign Countries; Police Education; Norway + Suchen Sie Ihr Suchwort? Gesetzesvollzug; Ausbildung; Student; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Sozialer Einfluss; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Training-on-the-Job; Ausland; Polizeihochschule; Norwegen
Abstract	Research into workplace learning explores mostly the learner's perspective, which is also the case within police research. This paper focuses, instead, on police officers who have the role of field-training officers (FTO) and responsibility for presenting, teaching and guiding police students attending the higher education programme. The aim is to characterise the FTOs' expectations of the students as learners, and discuss how these expectations shape the professional development of the future police officers. Through analysis of interviews with the FTOs, we show how police socialisation is sedimented and perpetuated through situated learning in the workplace. The findings show that the FTOs' expectations can be characterised as opposites concerning students' participation in-house and participation on-patrol. In-house, the FTOs expected the students' participation to be passive, adaptive and obedient, while 'on-patrol' the FTOs expected that the students took a highly active role. The paper discusses how the social dimension of learning affects the police students' participation and progression into the police profession, and, in particular, the development their professional identity as future police officers who can contribute to, and further develop, police practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01