Teaching style and the application of adult learning principles by police instructors

Abstract

PurposeThe purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.Design/methodology/approachIn this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.FindingsMajor findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.Practical implicationsOffers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.Originality/valueThis research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.