Andragogical Instruction for Effective Police TrainingCambria Press, 2009 - 449 trang This book details a 2-year study that examined and compared the efficacy of an andragogical instructional methodology to that of a traditional, prescriptive, pedagogical, and militaristic format of basic police training. The study not only revealed that an andragogical approach yielded greater outcomes in terms of skills and competencies, but was preferred among recruits, in great part due to the emphasis placed on experiential learning and a collegiate and collaborative approach to learning. In his research, Robert F. Vodde identified six thematic, categorical constructs by which basic police training programs can be organized and administered, to include the importance for not only working within a quasi-military hierarchal organizational structure, but in preparing recruits for the emotional and physical challenges associated with police work. When properly administered, an andragogical approach represents a well-planned and skillfully orchestrated process that holistically integrates all aspects of the curriculum; one that capitalizes on the use of multi-sensory, experiential, hands-on learning activities that allow recruits to apply what they have learned. Considering the short and long-term impacts of basic police training, Vodde illuminates in this book that "an andragogical instructional methodology serves as a pragmatic, effective, and responsive approach to training"; it is one that creates a physical and psychological climate that takes into consideration the affective needs of the recruit, thus providing for a healthy, engaging, challenging, and collaborative atmosphere in which future police officers "develop a clear understanding and perspective of their role within the greater context of society." |
Thuật ngữ và cụm từ thông dụng
100.0 Missing Total academy's addressing adult education adult learning affective orientation and/or andragogical assumptions andragogy Article attitudes basic police training basic training behavior best about basic Birzer Bloom's taxonomy classroom cognitive CompStat concept control group academy critical thinking Cumulative Percent Strongly curriculum Descriptive statistics director Disagree Strongly Disagree Disagree Total discussions effective environment evaluation experiential learning activities experimental group academy explained factors identified influence instructional philosophy instructors interviews involves knowledge Knowles law enforcement learners learning experience learning process Likert Scale measure military model model of training motivation need to know objectives observations one's operational definition outcomes participants pedagogical Percent Cumulative Percent Percent Percent police academies police officer police recruits posttraining questionnaire pretraining questionnaire principles problem solving problem-based learning assessments responses role scenarios self-directed self-efficacy serve situations skills social stress and discipline suggested tion traditional training process training program understanding Valid Percent Cumulative values variables