Previous issue (2019. Vol. 15, no. 1)
Included in Web of Science СС (ESCI)
2012. no. 1, 77–82
1816-5435 / 2224-8935 (online)
Constructs of Self within the Emerging Professional Identity of Beginning Police Officers 1411
, MEd, M.Ed. (USyd), M.RE (ACU), B.Ed.; School of Education (NSW), Griffith Institute for Higher Education (GIHE); Lecturer — Work Integrated Learning; Griffith Institute for Higher Education (GIHE); Executive Member — New Zealand Association for Cooperative Education (NZACE), Australia
Professional identities emerge from complex interactions between ontogenetic selves and socio-historical and Socio-cultural dimensions of the practice setting. This paper presents results from a longitudinal qualitative study of six early-career police officers as they transition from the Police College into the practice setting(s) of policing and in determining their specialisation. This research employed a combination of interview and observation methods within a case study methodology, exploring the learning of the participants over a three-year period. This paper presents the experiences of three of these case studies. Evident in this research was a complex relational interdependence between the self and social in the processes of learners constructing understandings of professional practice and identity.
Keywords: professional identity, constructs of self, workplace learning, socio-cultural learning theory
Column: Empirical Research
- Beck K., & Wilson C. (1998). Development of organisational
commitment: prerecruitment, training and probation. Payneham, SA: National
Police Research Unit.
- Billett S. (2001). Vocational educators: Understanding practice at
work. In C. Velde (Ed.), International Perspectives on Competence in the
Workplace: Research Policy and Practice (pp. 41—64). Dordecht, The Netherlands:
Kluwer Academic Publishers.
- Billett S. (2002). Workplace pedagogic practices: co-participation
and learning. British Journal of Educational Studies, 50(4), 457—481.
- Billett S. (2006). Relational interdependence between social and
individual agency in work and working life. Mind, Culture and Activity, 13(1),
- Billett S. (2009). Conceptualising learning experiences:
Contributions and mediations of the social, personal and brute. Mind, Culture
and Activity, 16(1), 32—47.
- Bonk C., & Kim K. (1998). Extending sociocultural theory to
adult learning. In C. Smith & T. Pourchot (Eds.), Adult Learning and
Development (pp. 67—88). Mahwah, N. J.: Lawrence Erlbaum Associates Inc.
- Brown J., Collins A., & Duguid P. (1989). Situated Cognition and
the Culture of Learning. Educational Researcher, 18 (1), 32—42.
- Chan J., Devery C., & Doran S. (2003). Fair Cop — Learning the
art of policing. Toronto: University of Toronto Inc.
- Corradi G., Gherardi S., & Verzelloni L. (2010). Through the
practice lens: Where is the bandwagon of practice-based studies heading?
Management Learning, 41 (3), 265—283.
- Creswell J. (2007). Qualitative Inquiry and Research Design (2nd
ed.). Thousand Oaks: Sage Publications Inc.
- Engеström Y. (1987). Learning by expanding: An activity-theoretical
approach to developmental research. Helsinki: Orienta-Konsultit.
- Fielding N. G. (1988). Joining Forces: Police training,
socialisation, and occupational competence. New York: Routledge.
- 13. Greenfield P. (1999). A theory of the teacher in the learning
activities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday
Cognition (pp. 117—138). Cambridge, Mass.: Harvard University Press.
- Lave J., & Wenger E. (1991). Situated learning — Legitimate
peripheral participation. Cambridge, UK: Cambridge University Press.
- Loftus B. (2010). Police occupational culture: classic themes,
altered times. Policing and Society, 20(1), 1—20.
- Malloch M., & Cairns L. (2011). Theories of work, place and
learning: New directions. In M. Malloch, L. Cairns, K. Evans & B. O'Connor
(Eds.), The SAGE Handbook of Workplace Learning. London: SAGE
- Reuss-Ianni E. (1984). Two Cultures of Policing — Street Cops and
Management Cops. New Brunswick, N. J.: Transaction Inc.
- Schatzki T. (2002). The site of the social: A philosophical account
of the constitution of the social life and change. University Park, PA:
Pennsylvania State University Press.
- Shanahan P. (2000). Police culture and the learning organisation: a
relationship? Paper presented at the Australian Vocational Education and
Training Research Association Conference, Canberra.
- Soeters J. L. (2000). Culture in uniformed organisations. In N. M.
Askanasy, C. P. M. Wilderom & M. F. Peterson (Eds.), Handbook of
Organisational Culture and Climate (pp. 465—480). Thousand Oaks, Ca.: Sage
- Stake R. (2000). Case Studies. In N. Denzin & Y. Lincoln (Eds.),
Handbook of Qualitative Research (2nd ed., pp. 435—454). Thousand Oaks: Sage
- Valsiner J., & van der Veer R. (2000). The Social Mind: The
construction of an idea. Cambridge: Cambridge University Press.
- Veresov N. (2010). Introducing cultural historial theory: Main
concepts and principles of genetic research methodology. Culturalhistorical
psychology, 4, 83—90.
- Vygotsky L. S. (1978). Mind in Society — The development of higher
psychological processes. Cambridge, Massachusetts: Harvard University
- Yin R. (2003). Case Study Research: Design and Methods (3rd ed. Vol.
5). Thousand Oaks: Sage Publications Inc.