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On the relationship between computer simulation training and the development of practical knowing in police education:
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2019 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 231-242Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to focus on the practical knowing that is central in police education. Drawing on perspectives about tacit knowledge and embodied learning (e.g. Merleau-Ponty, 1945/1997; Polanyi, 1966; Argyris and Schön, 1974) as well as empirical examples, this paper discusses the design of and what can be expected from computer simulation training for the development of police students’ professional knowing.

Design/methodology/approach: The discussion is based on lessons learned from working with two different computer simulation training situations designed to prepare the students for an upcoming practical training by facilitating the understanding of complex situations as they should be handled in the physical training situation.

Findings: The experiences from the training sessions showed that the different characteristics of the simulations mediate how the training session was performed, e.g., unplanned trial and error vs focused and attentive, but also group discussions about how to act and appropriate actions in relation to the situation to be solved in the simulation.

Originality/value: Based on the lessons learned from working with the two different computer simulations, it is posited that the use of computer simulations for practical scenario training is a complex endeavor that needs, in various degrees, to be supported by pedagogical steering. The design of computer simulation training (both the simulation and how the training is designed and performed) need to consider the specific aspects that surround tacit knowledge and embodied learning in the “real sense” (anchored to the practical training) to be of relevance for police students development of professional knowing.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019. Vol. 36, no 3, p. 231-242
Keywords [en]
Reflection, Tacit knowledge, Adult learning, Vocational education, Professional knowledge
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-157684DOI: 10.1108/IJILT-11-2018-0130ISI: 000479053000004OAI: oai:DiVA.org:umu-157684DiVA, id: diva2:1300826
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-10-10Bibliographically approved

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Söderström, TorLindgren, CarinaNeely, Gregory

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CiteExportLink to record
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