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231010 ||| eng |
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|a 9783031423871
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| 100 |
1 |
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|a Shipton, Brett
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| 245 |
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|a Signature Pedagogies in Police Education
|h Elektronische Ressource
|b Teaching Recruits to Think, Perform and Act with Integrity
|c by Brett Shipton
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| 250 |
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|a 1st ed. 2023
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| 260 |
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|a Cham
|b Springer Nature Switzerland
|c 2023, 2023
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| 300 |
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|a XXI, 122 p. 18 illus
|b online resource
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| 505 |
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|a Chapter 1. The need for change in policing and the promise of signature pedagogies -- Chapter 2. Underpinning educational frameworks and concepts -- Chapter 3. What is problematic with police education -- Chapter 4. Scenario based learning -- Chapter 5. Problem based learning -- Chapter 6. Simulation Training -- Chapter 7. Field Training -- Chapter 8. Signature pedagogies and an integrated policing curriculum -- Chapter 9. Conclusions and recommendations
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| 653 |
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|a Crime Control and Security
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| 653 |
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|a Crime and Society
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| 653 |
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|a Criminology
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| 653 |
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|a Crime / Sociological aspects
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a SpringerBriefs in Policing
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| 028 |
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|a 10.1007/978-3-031-42387-1
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-031-42387-1?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 364.4
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| 520 |
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|a This book provides a range of detailed solutions to issues in police education and training by bringing awareness to pedagogies that can improve the application of theory into police practice and encourage police problem solving skills. The chapters dedicated to each of the four signature pedagogies provide an understandable foundation in learning theory and go on to provide specific guidance for design and facilitation. Each pedagogy chapter includes contextual examples that apply specific teaching and learning techniques underpinning the pedagogy, with a focus on effective facilitation processes informed by learning theories and Shulman’s structure of thinking, performing, and integrity-based practice. Importantly, the book will draw together these separate pedagogical approaches to describe how they can be integrated into a broader curriculum framework that allows them to be synergized with each other and more traditional practices to deliver a balanced program thatbuilds a bridge between theory and practice. It is an ideal reference for police educators, police managers, and policing academics involved in academy and field training programs
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