Reflection is an important component of professional practice in the field of policing. While reflection goes beyond a mere evaluation of officer behavior in police-citizen interaction based on legitimacy and functionality, deeper levels of reflections, where underlying assumptions are challenged do not automatically take place within the system of policing. In the current paper, we describe and reflect on a case example of teaching reflective practice to police students at a German University of Applied Sciences. We start by describing a structure of reflection on three levels, each of which is linked to different core questions. While on a low-threshold level reflection focuses on the question of correct action, reflection on a higher level revolves around uncovering one’s action-guiding assumptions that (in)consciously influence one’s actions, as well as the possibility of adopting other perspectives. Building on Brookfield’s work of critical reflective practice we designed a seminar series in a psychology course introducing the concept of reflective practice and four different lenses that aim at uncovering action-guiding assumptions of our learners. Our reflection shows that receptivity of the different lenses was different for perspectives from within the system of police to the perspective from outside the police.

反思是警务领域专业实践的重要组成部分。虽然反思超越了基于合法性和功能性对警民互动中警官行为的单纯评估，但更深层次的反思，即潜在假设受到挑战的情况不会自动发生在警务系统内。在当前的论文中，我们描述并反思了一个在德国应用科技大学向警察学生教授反思实践的案例。我们首先在三个层面上描述反思结构，每个层面都与不同的核心问题相关联。虽然在低门槛层面的反思侧重于正确行动的问题，但在更高层面的反思围绕着揭示一个人的行动指导假设，这些假设（无意识地）影响一个人的行动，以及采用其他观点的可能性。在布鲁克菲尔德批判性反思实践工作的基础上，我们在心理学课程中设计了一个研讨会系列，介绍反思实践的概念和四个不同的视角，旨在揭示学习者的行动指导假设。我们的反思表明，从警察系统内部的视角到警察系统外部的视角，不同镜头的接受度是不同的。