ABSTRACT

This paper examines police educators’ descriptions of development, building on an area of research investigating teachers’ perspectives of their practice. The aim of this study was to describe the variation in police educators’ teaching development experiences, with these results being used to inform development towards learner-centred practice. The research method of phenomenography informed the data collection and analysis process. Semi-structured interviews were conducted with police educators across five Australian police academies. Comparative analysis of the transcripts led to the construction of three qualitatively different categories representing variation from less to more complete experiences. The results demonstrated a teacher-centred experience focused on content knowledge, a transitional experience concerned with engaging students and a learner-centred experience with a strong focus on determining what works for students’ learning. When compared with a sample of development experiences from the broader educational field, the results contributed new insights into how teachers deal with comfort when becoming more learner-centred.

摘要

本文考察了警察教育者对发展的描述，建立在一个研究教师对其实践观点的研究领域的基础上。本研究的目的是描述警察教育工作者教学发展经验的变化，这些结果被用来指导以学习者为中心的实践的发展。现象学的研究方法为数据收集和分析过程提供了信息。对五个澳大利亚警察学院的警察教育工作者进行了半结构化访谈。对成绩单的比较分析导致构建了三个质量不同的类别，代表从较少到较完整体验的变化。结果展示了以教师为中心的体验，专注于内容知识，一种与学生互动有关的过渡性体验，以及一种以学习者为中心的体验，着重于确定什么对学生的学习有效。与来自更广泛教育领域的发展经验样本相比，结果为教师在变得更加以学习者为中心时如何处理舒适度提供了新的见解。