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Shifts in thinking and practice: reflecting on an applied learning programme

Ryan, Cheryl 2011, Shifts in thinking and practice: reflecting on an applied learning programme, in AARE 2011 : Researching Across Boundaries : Proceedings of the 2011 AARE International Research in Education Conference, Australian Association for Research in Education, [Hobart, Tas.], pp. 1-16.

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Title Shifts in thinking and practice: reflecting on an applied learning programme
Author(s) Ryan, Cheryl
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov.-1 Dec. 2011
Title of proceedings AARE 2011 : Researching Across Boundaries : Proceedings of the 2011 AARE International Research in Education Conference
Editor(s) Wright, Jan
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Start page 1
End page 16
Total pages 16
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) applied learning
learning and assessment design
police training
Summary The implementation of the first iteration of a curriculum for an applied learning programme for police trainers received a hostile response from participants. It was perceived as irrelevant and supplanting, rather than augmenting, trainers’ fixed and untested training practices. This paper presents the reflections on my journey as a nonpolice person straddling an outsider-insider position while challenging that which is taken-for-granted and introducing an educative intent, as opposed to a doctrinal, technical intent, to police training. On a daily basis I simultaneously work within and against the prevailing D/discourses and dominant subcultures, while establishing and nurturing relationships with police trainers: being teacher, coach and ‘critical friend’. The response to the second and now third iterations of the learning programme has been increasingly positive, revealing shifts in trainers’ thinking and practice.
ISSN 1324-9320
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2011, Australian Association for Research in Education
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064544

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.