This book provides a range of detailed solutions to issues in police education and training by bringing awareness to pedagogies that can improve the application of theory into police practice and encourage police problem solving skills. The chapters dedicated to each of the four signature pedagogies provide an understandable foundation in learning theory and go on to provide specific guidance for design and facilitation. Each pedagogy chapter includes contextual examples that apply specific teaching and learning techniques underpinning the pedagogy, with a focus on effective facilitation processes informed by learning theories and Shulman's structure of thinking, performing, and integrity-based practice.

Importantly, the book will draw together these separate pedagogical approaches to describe how they can be integrated into a broader curriculum framework that allows them to be synergized with each other and more traditional practices to deliver a balanced program thatbuilds a bridge between theory and practice. It is an ideal reference for police educators, police managers, and policing academics involved in academy and field training programs.

Delivers a detailed description of facilitator goals and actions within each signature pedagogy Provides a curriculum overview integrating signature pedagogies Includes recommendations for implementing change and staff development

Autorentext
Dr Brett Shipton is a police educator and academic, who lives in Crookwell or Gundangurra country as described by First Nations Peoples. Prior to his academic career, Brett worked as a police officer in general and highway patrol duties. He also spent time as a police educator in uniform, an education officer in corrections and as a college teacher. During the past 16 years as an academic, he has taught face to face, online and distance modes of learning and teaching, along with key roles in learning and assessment design and management within police academies. During this time, Brett has regularly published his scholarly work in relation to police education, including his PhD, which examined the teaching and teaching development experiences of police educators from across five Australian police academies. Brett currently designs and delivers criminal justice and policing subjects in an undergraduate program and supervises doctoral students in policing research. He plans to conduct further research in the area of policing and police education.

Inhalt

Chapter 1. The need for change in policing and the promise of signature pedagogies.- Chapter 2. Underpinning educational frameworks and concepts.- Chapter 3. What is problematic with police education.- Chapter 4. Scenario based learning.- Chapter 5. Problem based learning.- Chapter 6. Simulation Training.- Chapter 7. Field Training.- Chapter 8. Signature pedagogies and an integrated policing curriculum.- Chapter 9. Conclusions and recommendations.