Purpose – The purpose of this study is to explore Swedish police education teachers’ informal workplace learningand its perceived value for their professional development. Two categories of teachers, police teachers and universityteachers,with different professional knowledge and experience, work together at the police education unit.
Design/methodology/approach – The method used was in-depth interviews with teachers working at aSwedish police education unit.
Findings – Informal workplace learning was perceived by both teacher groups to be of great value forgaining knowledge about the local practice and for their professional development. Their learning emerged indiscussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, theteachers’ informal workplace learning was socially and practice-oriented and learning emerged in acollaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in theteachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the localpractice to become a professional teacher in this kind of education. Fourthly, an educational structure whereacademic knowledge and experience can be integrated with police knowledge and experience constitutes animportant basis for teachers’ professional development in police education and training.
Originality/value – The study’s focus on police education and the professional development of teachers inthis specific practice contributes to increased knowledge of the social, practice-oriented and embodied natureof informal workplace learning.