Maximising PBL in Police Education: Why Understanding the Facilitator Role Is a Key Factor in Developing Learning for Police Problem-Solving

Autor/in	Shipton, Brett
Titel	Maximising PBL in Police Education: Why Understanding the Facilitator Role Is a Key Factor in Developing Learning for Police Problem-Solving
Quelle	In: Australian Journal of Adult Learning, 62 (2022) 1, S.56-75 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Problem Based Learning; Police Education; Problem Solving; Facilitators (Individuals); Teaching Methods; Teamwork; Skill Development; Learning Theories; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Polizeihochschule; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Learning theory; Lerntheorie
Abstract	Historically, police educators delivering academy programs have overused traditional or teacher-centred methods as part of an authority driven command and control culture. In addition to being educationally unsound, this teaching approach has limited the development of the critical thinking skills needed for effective reform in the community policing era. Problem-based learning (PBL), a teaching method linked to social constructivist theory, has been widely advocated in recent years as an alternate teaching method in police academies to promote deeper and integrated learning of content, with the benefit of also developing problem-solving and teamwork skills. However, implementing learner-centred methods such as PBL can be challenging as it runs counter to traditional teaching cultures. Recent research into the teaching and development experiences of police educators by the author has discerned aspects of the facilitator role that can inform and maximise the impact of methods such as PBL. This paper synthesises an understanding of the facilitator role as described in these experiences with the underlying learning theory of Vygotsky's zone of proximal development (ZPD). This theoretical discussion is then applied via a proposed model of police learning to highlight the facilitation's role in developing problem-solving within a policing context. (As Provided).
Anmerkungen	Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01