Work-based distance learning for probation practice: Doing the job properly

Abstract

This article supports Dominey's 'Work-based Distance Learning for Probation Practice: Doing the Job Properly' whilst examining some of the points she makes on the basis of research evidence. In particular, it argues the case for the practice-based teacher and for sufficient study time as two essential elements in any effective learning environment for probation trainees. The value of face-to-face teaching to probation trainees is explored in the context of the current shift to a predominantly distance learning mode of delivery and the relationship between higher education and the commissioners of training is discussed.

Probation staff supervision: Valuing ‘me time’ within congested spaces

“…Ideas around bite-size learning also emerge, especially if QDOs are in place to offer brief learning interventions that support or reinforce other approaches, with existing examples available where practice is identified as in need of immediate improvement (NPS, 2019). While pitfalls regarding individualised, remote learning are understood (Davies, 2011), the use of brief learning videos or podcasts are available and could be better utilised in order for staff to consider a range of professional considerations (Irwin-Rogers, 2017). Indeed, if skills-based learning is encouraged, Raynor upholds that ‘a focus on practitioner’s skills suggests a shift away from managerial, top-down approaches which rely on the elaboration of guidance and procedural requirements’ (2019: 9), suggesting an opportunity for the enhancement of greater informal learning methods.…”

The impact of engaging with clients’ trauma stories

“…Further critique has been placed on the move towards distance learning. Both Davies (2011) and Madoc-Jones et al (2003) highlight the potentially isolating effects of reduced face-to-face learning time in the context of probation officer training. As Davies argues:…”

“…Further critique has been placed on the move towards distance learning. Both Davies (2011) and Madoc-Jones et al (2003) highlight the potentially isolating effects of reduced face-to-face learning time in the context of probation officer training. As Davies argues:learning is hard work, feedback can be difficult to accept and assimilate, intellectual confidence tends to fluctuate, new concepts can be disturbing and life events constantly throw up obstacles both minor and profound.…”

Kompetencije I Profesionalni Razvoj Probacijskih Službenika

“…Izbor sveučilišta za akademsko obrazovanje probacijskih službenika odvija se putem javnih natječaja. Dok je 2009. godine u edukaciju probacijskih službenika bilo uključeno 5 sveučilišta, 2011. godine bila su uključena svega 3, čini se prvenstveno s ciljem smanjenja financijskih troškova (Davies i Durrance, 2009.; Davies, 2011.). Isti autori posebno su analizirali pomak edukacije probacijskih službenika s usvajanja znanja prema usvajanju vještina, tj.…”