The University Beat

Critical Reflections on the Delivery of Police Education in England and Wales
2024
ISBN: 978-3-031-68430-2
Verlag: Springer Nature Switzerland

Buch, Englisch, 238 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 453 g

This book presents critical reflections on the professionalisation of policing through the delivery of the Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP) and Pre-Join degrees by HEIs in the UK. Each chapter is written by lecturers and staff from a single policing teaching team who deliver these degrees, to cover inception of the programme through to delivery and their practical reflections and insights. The chapters are underpinned with academic theories of pedagogy and topics appropriate to the delivery of material to (student) police officers which encourage critical thinking, evidence and reflection. This diverse teaching team includes academics and pracademics working side-by-side to engage and support student officers with the learning needed for 21C police officers. This book includes an outline of the UK policing model to assist readers from other countries who are interested in the learnings. It is a resource for police students, police and law enforcement leaders and overseas academics in policing, criminology, sociology and education.

Zielgruppe

Research

Autoren/Hrsg.

Starr, Rob

Eason, Anne

Fachgebiete

• Rechtswissenschaften Strafrecht Kriminologie, Strafverfolgung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik
• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik
• Rechtswissenschaften Öffentliches Recht Verwaltungsrecht Verwaltungspraxis Polizei

Inhaltsverzeichnis

Part 1: Introduction.- Chapter 1. “Rolling with resistance” The challenges of HEI in police education ().-Chapter 2. Racial Diversity and Police Education in England and Wales ().- Chapter 3. Follow the Yellow Brick Road: a reflection on the development of police constable education at UWE, Bristol ().- Part II: Preparation.- Chapter 4. Mitigating the dual identity of police students at UWE ().- Chapter 5. How a learner-centred approach can support and develop problem-solving and critical thinking within the police service ().- Part III: Delivery.- Chapter 6. Selling the idea of ‘what works’ as everyday business: reconciling Evidence Based Policing with traditional tradecraft ().- Chapter 7. Seven Gamification in Higher Education and Policing ().- Chapter 8. Using the KSBs to relate academic requirements to on-the-job skills().- Chapter 9. The value of tripartite reviews and their impact on the student journey ().- Part IV: Progression.- Chapter 10. The importance of constructive criticism and reflection ().- Chapter 11. Neurodiversity - delivering inclusive learning on the Police Constable Degree Apprenticeship ().- Chapter 12.  “Police don’t need ‘soft skills’”: The place of emotional intelligence in police education().- Part V: Conclusion.- Chapter 13. The future opportunities for police education in HEI ().

Über Autor(innen)

Anne Eason is Associate Director of Policing, at the University of the West of England, UK, overseeing the Police Constable Degree Apprentice and Graduate Diploma. She is also Trustee of The Wheels Project, Bristol, and former Senior Probation Officer.

Rob Starr joined University of West of England (UWE), UK, as Senior Lecturer in Policing in March 2020.?Prior to joining UWE he worked as a police officer within the Metropolitan Police and West Midlands Police.?