Educating, legitimising or accessorising? Alternative conceptions of professional training in UK higher education: a comparative study of teacher, nurse and police officer educators

Abstract

Police initial training is a newcomer to UK higher education. Other similar professions like teaching and nursing have long-established university partnerships. This paper compares police officer education schemes with teacher and nurse education. The particular focus is on the lecturers themselves, and the ways in which they are positioned between academic and professional fields of influence. Three distinct models of professional education are identified. These demonstrate how inter-institutional relationships have significant impact on how recruits will experience the professional curriculum. We conclude that the police service cannot assume unproblematic connections between education, learning and professional performance.

Editorial

“…However, the internship period is part of a national curriculum known as 'probationer police education' , which raises the question of whether the FTOs should be considered 'educators' rather than 'guides' . Connecting to the implications that Fielding (1988), White and Heslop (2012) and Chan (2003) made, it may be a good idea to reconsider the concepts used in FTO education and to increase the FTOs' educational levels.…”

“…Though the organisation does not really acknowledge them, the tutor constables perceive their task as having a positive effect on the tutor constables' views on the occupation of policing as a whole. Following a description of tension between 'education' (e.g., classroom-based teaching in a higher-education context) and 'training' (practice-based instruction in a street context), White and Heslop (2012) conducted a comparative case study of teachers, nurses and police educators. These researchers determined that police educators had a difficult mission in the higher-education-based police education and seemed to be marginalised by both the academy and by the practising professionals.…”

“…Moreover, there was no rationale for 'educating' police or giving officers the tools to critically explore the police occupation. However, the police educators focussed on their own personal development as well as on their mission as educators (White & Heslop, 2012).…”

“…However, the national curriculum for the internship period is described as a 'probationer police education' (in Swedish, 'polisaspirantutbildning') (Rikspolisstyrelsen, 2013). This accentuates the discussion whether there is 'training' of or 'educating' police officers (Fielding, 1988;White & Heslop, 2012). This is easier to handle in the Swedish language, as we Swedish speakers generally use the broader notion 'utbildning' , which covers both 'training' and 'educating' .…”

Modernizing the Police with Research, Developmentand Innovation Activities

“…Often, the critique is directed towards academic skills; at times, the connection with daily police work has been difficult to discern. (Stanislas, 2014;White & Heslop, 2012. ) Indeed, the manner in which teaching in higher education is carried out is of great importance.…”