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NCJRS Abstract
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NCJ Number: 192307
Title: More Effective Training Approach for Contemporary Policing
Journal: Police Quarterly Volume:4 Issue:2 Dated:June 2001 Pages:233-252
Author(s): Michael L. Birzer; Ronald Tannehill
Date Published: June 2001
Page Count: 20
Publisher: http://www.sagepub.com
Type: Issue Overview
Format: Article
Language: English
Country: United States of America
Annotation: This article examines the incorporation of the theory of
andragogy into methods of police training.
Abstract: Knowles, a strong proponent of self-directed learning and the
teacher's role as a facilitator of knowledge, is well known for
his theory of andragogy. Knowles (1990) stated that "andragogy is
a theory that is vastly in contrast to the traditional
pedagogical model, and it advocates both the self-directed
learning concept and the teacher as the facilitator of learning."
Knowles distinguishes between "pedagogy" as the science of
helping children learn and "andragogy" as the art and science of
helping adults learn. The writings of Knowles are replete with
the message of self-directed learning and learning based on the
experience of the student. The andragogical approach appears to
be a viable technique when teaching many of the courses in a
police training curriculum. This article discusses the use of
this teaching technique in courses that relate to interpersonal
communications, cultural diversity, problem solving, mediation and
conflict resolution, and police-community relations. Andragogy,
with its emphasis on self-directed and continuous learning, past
experience of the learner and others, and the trainer as
facilitator of knowledge, is one effective means to redesign
police training and align it with the changes required for the
community-policing philosophy. 36 references
Main Term(s): Community policing
Index Term(s): Effective communications training; Mediation; Police conflict resolution training; Police human relations training; Problem-Oriented Policing; Teaching/training techniques
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