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“Being a topic expert is not sufficient”: a mixed-method analysis of teaching dynamics at the Tasmania police academy

Citation

O'Shea, B and Bartkowiak-Theron, I, 'Being a topic expert is not sufficient': a mixed-method analysis of teaching dynamics at the Tasmania police academy, Police Practice and Research, 20, (3) pp. 288-299. ISSN 1561-4263 (2019) [Refereed Article]

Copyright Statement

Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group

DOI: doi:10.1080/15614263.2019.1598074?af=R

Abstract

In unpacking the results of an in-depth longitudinal program evaluation, and in light of literature on police education, we analyse the various elements that contribute to the dynamic delivery of teaching in a police academy. A mixed-method analysis of 5 years of student evaluations enriched with the views of police education managers, coordinators, and educators provides an overview of the circumstances in which educators teach police recruits, the dynamics which unfold when teaching police, and the necessary characteristics for educators when addressing a police audience. This analysis positions the Tasmanian model of police education as an interesting case study in the midst of relatively critical literature about police education, and even more cautious studies on higher education partnerships in policing.

Item Details

Item Type:Refereed Article
Keywords:police, policing, education, law enforcement, tertiary education, international
Research Division:Studies in Human Society
Research Group:Criminology
Research Field:Police Administration, Procedures and Practice
Objective Division:Law, Politics and Community Services
Objective Group:Justice and the Law
Objective Field:Law Enforcement
UTAS Author:O'Shea, B (Miss Brianna O'Shea)
UTAS Author:Bartkowiak-Theron, I (Dr Isabelle Bartkowiak-Theron)
ID Code:133545
Year Published:2019
Deposited By:Office of the School of Social Sciences
Deposited On:2019-07-01
Last Modified:2020-08-10
Downloads:0

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