Learning on patrol
Examining informal supervision in police education field training
Bibliographic Data
| ID | 21177826 |
|---|---|
| Authors | Johan Kristian Andreasen (0000-0002-1856-5777, University of Agder, corresponding author), Cato Bjørndal (0000-0001-9275-9740, Centre for Arctic Gas Hydrate, Environment and Climate), Camilla Hellesøy Krogstie (Norwegian Police University College) |
| Year | 2026 |
| Volume | 27 |
| Issue | 2 |
| Pages | 212-230 |
| Publication date | 2026-03-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Police Practice and Research (JOURNAL) |
| Journal identifiers | ISSN: 1561-4263 • E-ISSN: 1477-271X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15614263.2025.2530431 |
| OpenAlex | W4412388444 |
| Language | EN |
| References cited | 43 |
This study examines informal supervision’s role in police education field training and its contribution to future police officers’ professional development. While formal supervision in police education is structured and evaluation-based, informal supervision, characterized by spontaneous, situational interactions, remains underexamined despite its potential impact on learning outcomes. Using a qualitative research design, four focus group interviews were conducted with 13 field training officers (FTOs) and 11 police students (n = 24) in Norway to capture their perceptions and experiences. The thematic analysis highlighted three key themes emphasizing informal supervision’s significance: (1) immediate reflection on practice, (2) mental preparation and debriefing, and (3) a safe space. The patrol car was a pivotal setting for these interactions. These findings underscore the need for structured integration of informal supervision into police education to bridge the gap between classroom instruction and fieldwork realities, enhancing the professional development of future law enforcement officers
Field training · Geography · Medical education · Political science · Public relations · Sociology · Applied Psychology · Evaluation and Performance Assessment · Innovative Education and Learning Practices · Medicine · Psychology · Social Work Education and Practice
The Reflective Practitioner
Police Socialisation, Identity and Culture
Perspectives into learning at the workplace
Adding value? A review of the international literature on the role of higher education in police training and education
Learning from other people in the workplace
Informal learning in the workplace
Experiential Learning Theory
Becoming a member of the police. Workplace expectations of police students during in-field training
‘Police students’ experience of participation and relationship during in-field training’
Learning to be a police officer. Tradition and change in the training and professional lives of police officers
Focus Groups as Qualitative Research
Focus group methodology
Creating the thin blue line
Psychological Safety
Focus group methodology
Comparing focus groups and individual interviews
Producing legalists or dirty Harrys? Police education and field training
Training by the dashboard lights
Naturalistic inquiry
Qualitative inquiry and research design
Situated Learning
From Data Management to Actionable Findings
Thematic Analysis
| Highly cited | No |
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