An examination of the potential affordances of body-worn video footage of role-play on developing police officers’ critical reflection.

Date

2021-09

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Peer reviewed

No

Abstract

Since introducing the UK Police Educational Qualifications Framework, the College of Police intend professionalisation to follow as evidence-based practice shines its light. However, a paradigm shift in police leaning and education is required as collaborative, reflexive, and creative pedagogies become necessary. The ubiquity of the surveillant gaze body-worn cameras provide, positions their use centre-stage, in order to conceptualise potential police learning affordances as an initial contribution toward the construction of an evidence-based video pedagogy. This small-scale exploratory study surveyed 30 student officers, 5 police trainers and 6 university lecturers to gain perspectival insight into their appreciation of role-play, reflective practice and consequently body-worn video (BWV) affordances. Subsequent interviews with one of each sample enabled further in-depth data to be gathered, which allowed for further probing of the issues identified through the survey. Findings indicated wholehearted support for BWV use in police learning, for increased reflective practices, and for BWV footage to be utilised in mediating this process. The sample also reported a desire for operational BWV footage to be incorporated into the classroom teaching. Implications for the methods to be used in delivering a video-based pedagogy that respects these perspectives are discussed in relation to the wider context. Police education and training must accord in order to safeguard both itself, and the future police workforce.

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Keywords

body-worn video, reflective practice, police, learning and development, training, affordances, role-play

Citation

Verity, A (2021) An examination of the potential affordances of body-worn video footage of role-play on developing police officers’ critical reflection. Assignment for EDUC5023, Education Practice, De Montfort University. Unpublished.

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Research Institute

Institute for Research in Criminology, Community, Education and Social Justice