Starting as a Kommissar/Inspector? – The State’s Career System and Higher Education for Police Officers in Germany

Frevel, Bernhard

doi:10.1007/978-3-319-58386-0_10

Cited by 8 publications

(10 citation statements)

References 3 publications

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“…In order to prepare for the job, police recruit programs around the world regularly entail three planned learning settings: (a) theory informing class-room settings at the police academy, the police college, or the police university (Frevel, 2018;Leek, 2020); (b) practical skills training like conflict management training, traffic stop training, etc., ; and work-integrated learning through supervised and accompanied working in the field, otherwise known as fieldtraining (Engelson, 1999;Hoel and Christensen, 2020).…”

Section: Learning For the Jobmentioning

confidence: 99%

“…Also, studies in Germany regularly point toward differences between what is learnt in theory-driven academy settings compared to practical training and field training (Frevel, 2018). Frevel (2018) points out that some lecturers, trainers, and field trainers would disagree with the content taught by their respective partners.…”

Section: Learning For the Jobmentioning

confidence: 99%

“…As such, police education reflects on the intentional, guided, and goal-directed development of police work, the police organization, and police governance (Huisjes et al, 2018). This reflexivity has been described as a key component of good policing (Bergman, 2017;Wood and Williams, 2017), resulting in a shift from only practical vocational training toward hybridformats of higher education programs in preparation for police work that has taken place over the last decades in several countries (Paterson, 2011;Frevel, 2018).…”

Section: Introductionmentioning

confidence: 99%

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(Non-)learning to police: A framework for understanding police learning

Staller

Körner

2022

Front. Educ.

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For professional policing, learning is key. Since learning can be viewed as a complex process between the individual and information, learning takes place both within and outside the police system as well as during and before employment. The current conceptual analysis delineates different areas of (non-)learning related to policing and argues for the management of learning as a key issue for the police’s professionalization. According to this assumption a Police Learning Management Framework is presented, in which the relevant areas of learning as well as the related challenges for police learning on an individual and organizational level are specified. The proposed model calls for a more focused view on police learning which is a prerequisite for professionally coping with the pressing challenges of contemporary policing.

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Section: Learning For the Jobmentioning

confidence: 99%

Section: Learning For the Jobmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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(Non-)learning to police: A framework for understanding police learning

Staller

Körner

2022

Front. Educ.

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“…Participants were about to graduate from their three years of academy training. As such, in line with the curriculum of the German police upper career path (Frevel, 2018), participants had experienced several blocks of police training and several months of practical field training in different police departments within the same jurisdiction, working alongside experienced police officers. All participants had experienced the same amount of time in police training and practical field training at the time of the interview.…”

Section: Participantsmentioning

confidence: 99%

“… 1. German police officers in the upper career path take part in a 3-year higher education programme including academic education, practical training and internships with the police (see Frevel, 2018, for a detailed description of the German system).…”

mentioning

confidence: 99%

German police recruits’ perception of skill transfer from training to the field

Staller

Körner

Heil

et al. 2021

International Journal of Police Science & Management

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In order optimally to prepare police officers for the demands in the field, police training has to be designed representatively. However, for the German context, there is a scarcity of research investigating to what extent training meets the demands of the field. To fill this gap, the current study examined if police training in Germany meets the field demands of police officers based on the perspective of police recruits. Thirteen recruits from a German police force were interviewed in a semi-structured way to identify possible matches and discrepancies between training and the field. The qualitative were was analysed using content analysis. The results revealed that recruits valued police training very positively because they were able to apply learned skills and tactics in the field. However, results also indicated that: (a) key informational variables present in the field were missing in training, namely chaotic, highly dynamic situations; and (b) police officers need to be adaptable and flexible in the field to cope with the demands. Finally, the results suggested that police training focuses narrowly on dealing with extreme threats, which differs from the experiences recruits had in the field and may have drawbacks because continuously perceiving social situations as threatening and dangerous is a risk factor for aggressive behaviour. Taken together, the current study provides further insights into the wants and needs of recruits in police training.

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„Was soll der Shit?“: Polizei und Wissenschaft

Staller,

Körner

2023

Grundlagen Wissenschaftlichen Arbeitens in Der Polizei

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Starting as a Kommissar/Inspector? – The State’s Career System and Higher Education for Police Officers in Germany

Cited by 8 publications

References 3 publications

(Non-)learning to police: A framework for understanding police learning

(Non-)learning to police: A framework for understanding police learning

German police recruits’ perception of skill transfer from training to the field

„Was soll der Shit?“: Polizei und Wissenschaft

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