Historically, police academy training has tended to overuse more traditional or teacher-centred methods. This approach to teaching in isolation results in less effective learning and does little to encourage important problem solving and independent thinking skills. Problem-based learning (PBL) has been widely advocated in recent years as an alternate teaching method to promote deeper and integrated learning of content, with the benefit of also developing communication, teamwork and problem solving skills. However, implementing learner-centred methods such as PBL can be challenging as it runs counter to traditional teaching cultures that requires police academy staff to conceive of and approach their practice in new ways. Recent research into the teaching and development experiences of police educators has provided insights into what is required from them in order to gain the maximum benefit from a method such as PBL. This paper will discuss the attributes of effective police educators and analyse what this looks like when teaching in a police academy setting. Furthermore, there will be recommendations of steps police educators can take to develop their teaching to effectively utilise PBL.
|Publication status||Published - 2019|
|Event||Forum of Teaching and learning in the Educational Security and Police Institutions Cairo - Cairo, Egypt|
Duration: 17 Jun 2020 → 19 Jun 2020
|Conference||Forum of Teaching and learning in the Educational Security and Police Institutions Cairo|
|Abbreviated title||Police education and training|
|Period||17/06/20 → 19/06/20|