Expansive learning in Firearms training: the HE/professional learning interface

Beighton, Christian; Poma, S.; Leonard, V.

doi:10.1080/15614263.2014.951045

Cited by 6 publications

(18 citation statements)

References 32 publications

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“…Evidence-based policing (EBP) is at the heart of the College's plans towards delivering policing in an age of austerity and moving away from in-house training (Beighton et al 2015). It is 'a law enforcement perspective and philosophy that implicates the use of research, evaluation, analysis, and scientific processes in law Although professionalisation was not the initial focus of the study, it emerged as a prominent theme in interview transcripts as participants reflected upon their experiences of EBP and academic research.…”

Section: The Professionalisation Of Policing In Englandmentioning

confidence: 99%

“…EBP is at the heart of the College’s plans towards delivering policing in an age of austerity and moving away from in-house training (Beighton et al, 2015). It is ‘a law enforcement perspective and philosophy that implicates the use of research, evaluation, analysis, and scientific processes in law enforcement decision making’ (Lum and Koper, 2015: 1) and focuses on ‘which practices and strategies accomplish police missions most cost-effectively’ (Sherman, 2013: 377).…”

Section: The Professionalisation Of Policing In Englandmentioning

confidence: 99%

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‘It’s a Profession, it Isn’t a Job’: Police Officers’ Views on the Professionalisation of Policing in England

Lumsden

2017

Sociological Research Online

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This article focuses on police officers' views of the professionalisation of policing in The concept of police professionalism is flexible and can be used to promote selfThis is a pre-print version of K. Lumsden (forthcoming) 'It's a profession, it isn't a Job': Police officers' views of the professionalisation of policing in England. Sociological Research Online. interests (Lee and Punch 2004).The article begins with an overview of the sociology of professions, the professionalisation of the police, and the English context. After outlining methods, the article presents findings including: the political drive to professionalise policing; education and recruitment; an expert body of knowledge via evidence-based policing; and ethics. These elements are entangled with new public management principles including a focus on performance and increasing efficiencies, highlighting the ways in which professionalism can also be used as a 'technology of control' (Foucault 1979) to discipline workers in the conduct of their work.

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Section: The Professionalisation Of Policing In Englandmentioning

confidence: 99%

Section: The Professionalisation Of Policing In Englandmentioning

confidence: 99%

‘It’s a Profession, it Isn’t a Job’: Police Officers’ Views on the Professionalisation of Policing in England

Lumsden

2017

Sociological Research Online

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“…Hierarchic contexts where access to powerful knowledge is asymmetrically distributed may represent a challenging environment for the conveyance of effective feedback. This coheres with observations from other safety‐critical and high‐risk professional environments where learning approaches have been conceptualised as being prone to inertia and conservatism (Wiredu, ; Beighton et al ., ).…”

Section: Discussionmentioning

confidence: 97%

Feedback effectiveness in professional learning contexts

Johnson

2016

Review of Education

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Assessment organisations that operate at a national level in the UK employ hierarchic assessor monitoring arrangements, where the most senior assessors (known as team leaders) feedback to assessors in their teams on their marking performance. According to a sociocultural viewpoint, this feedback possesses learning potential as it allows assessors insights into the perspectives of their team leader. There is relatively little research on feedback effectiveness in professional assessment contexts. To gain insights into feedback effectiveness a literature review was carried out that incorporated 183 feedback research studies. The aim of the review was to identify the characteristics of feedback messages that are associated with effectiveness in contexts where access to knowledge is hierarchically and remotely distributed. For the purposes of this study, feedback is considered to be effective where it potentiates professional learning through supporting the alignment of participants' thinking and practice. The review outcomes are synthesised into a framework that identifies a number of core and sociocultural factors associated with feedback effectiveness. The review outcomes have implications for those with a role in delivering feedback, particularly where feedback is used to influence performances where there is asymmetry in expertise and relative professional status.

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“…This results in practice based on history and tradition (Karp and Stenmark, 2011), rather than empirical evidence, with Koerner and Staller (2020) and Koerner and Staller (2019b) arguing that decisions within the 'how-dimension' of police training are less the result of professional trainer education than an (uncontrolled) effect of socialization, resulting in a selfreferenced, anecdotal approach to training practice based on 'what-works' and what trainers perceive 'gets results' (Cushion, 2020). Bruner (1999) (Waddington, 1999;Karp and Stenmark, 2011;Beighton et al, 2015). Traditional police training pedagogy has been characterized as militaristic, instructor-centric, linear, based on behavioural education ideology, and list-orientated (e.g., Beighton et al, 2015;Basham, 2014;Cushion 2020;Staller et al, 2021;Werth, 2011;O'Shea and Bartowiak-Théron, 2019;inter-alia).…”

Section: Conceptual Dilemmasmentioning

confidence: 99%

“…Bruner (1999) (Waddington, 1999;Karp and Stenmark, 2011;Beighton et al, 2015). Traditional police training pedagogy has been characterized as militaristic, instructor-centric, linear, based on behavioural education ideology, and list-orientated (e.g., Beighton et al, 2015;Basham, 2014;Cushion 2020;Staller et al, 2021;Werth, 2011;O'Shea and Bartowiak-Théron, 2019;inter-alia). Resulting in a training model and "pedagogical practices that reflect doctrinal values rather than educative values.…”

Section: Conceptual Dilemmasmentioning

confidence: 99%

Changing Police Personal Safety Training Using Scenario-Based-Training: A Critical Analysis of the ‘Dilemmas of Practice’ Impacting Change

Cushion

2022

Front. Educ.

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This paper outlines an analysis of using Scenario-Based-Training (SBT) to change officer Personal Safety Training (PST) based on existing research evidence and reflections from supporting a National Police Agency attempting to change PST practice. SBT is interrogated in light of its underlying assumptions and situated within the ambiguities, tensions and compromises inherent within police training cultures. Using Windschitl’s framework of conceptual, pedagogical, cultural, and political dilemmas this paper analyses the forces impacting using SBT to change PST. An alternative agenda for change is presented to develop skilled officers and trainers equipped with innovative pedagogies to ‘re-culture’ PST.

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Expansive learning in Firearms training: the HE/professional learning interface

Cited by 6 publications

References 32 publications

‘It’s a Profession, it Isn’t a Job’: Police Officers’ Views on the Professionalisation of Policing in England

‘It’s a Profession, it Isn’t a Job’: Police Officers’ Views on the Professionalisation of Policing in England

Feedback effectiveness in professional learning contexts

Changing Police Personal Safety Training Using Scenario-Based-Training: A Critical Analysis of the ‘Dilemmas of Practice’ Impacting Change

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