Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/6248
Title: Reflecting blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills
Authors: Malthouse, Richard
Advisors: Watts, DM
Keywords: Reflective practice;Situated reflective practice;Policing students;Preparing to teach in the lifelong learning sector;PTLLS
Issue Date: 2011
Publisher: Brunel University School of Sport and Education PhD Theses
Abstract: This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London College for Further Education, in relation to their study needs, motivation levels, relevant support and reflective practice. This phenomenological study considered 15 students from the Metropolitan Police Service (MPS) employing the use of semi-structured interviews to gather data. The findings were that the students‟ perception in relation to the support offered by the MPS was insufficient and this may be due to the pedagogical approach to learning favoured by many students. Several appeared to require support with learning and writing level at three or four. The college did very well in respect of the perception of the students in relation to the support they experienced. The scarcity of time and the intensity of the course was a prominent factor, where some had underestimated how much time they would need to allocate to study. Overwhelmingly the students required support when engaging in study at level three or four and there appeared to exist very little knowledge in how to write an assignment. Some of the students appeared to favour a more pedagogical approach to study and in some cases reacted against the andragogical style employed by the college. Support from the mentor was valued considerably by most of the students and this appears to be a contributory factor in easing the students back into study. In relation to students‟ perceptions of Reflective Practice (RP) there existed three distinct groups, namely those who considered that they used reflective practice, those who considered they did on certain occasions and one who did not. In general there existed a positive attitude towards the concept of RP although none of the students kept a record of their subsequent RP following the PTLLS course. The phenomenon of Situational Reflective Practice was observed which took the form of Reflection-re-Action and Reflection-re-Inaction. This is concerned with the way in which a social group or an organisation is behaving and the impact this has upon an individual. Further research in relation to the idea of Situational Reflective Practice is called for.
Description: This thesis was submitted for the degree of Education Doctorate and awarded by Brunel University.
URI: http://bura.brunel.ac.uk/handle/2438/6248
Appears in Collections:Education
Dept of Education Theses

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