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dc.contributor.authorHoel, Linda
dc.contributor.authorChristensen, Erik
dc.date.accessioned2020-11-17T07:09:03Z
dc.date.available2020-11-17T07:09:03Z
dc.date.issued2020
dc.identifier.issn1366-5626
dc.identifier.urihttps://hdl.handle.net/11250/2688115
dc.descriptionThis is the final text version of the article, it may contain minor differences from the publisher’s pdf version.en_US
dc.description.abstractPurpose Although workplace learning is an important part of professional learning, little is known about the unethical aspects of workplace learning. This study aims to describe students’ learning experiences from in-field training in the police. This paper aims to examine how workplace learning can challenge proper ethical professional development and thus become a question of ethical concern. Design/methodology/approach The study is based on open-ended questions in a questionnaire among Norwegian police students (N = 277) who had ended their one year’s in-field training and had returned to campus for the third and final year of police education. The data are analysed by means of a qualitative content analysis. Findings The paper presents two findings. First, the students learn best from assignments that push them beyond their comfort zone. Second, students struggle with their own expectations of themselves as police officers. The findings suggest that workplace learning leaves students aspiring to demonstrate their capability to be a police officer, rather than focusing on learning to be a police officer.en_US
dc.language.isoengen_US
dc.publisherEmeralden_US
dc.subjectprofessional socialisationen_US
dc.subjectsosialiseringen_US
dc.subjectpoliceen_US
dc.subjectpolitien_US
dc.subjectprofessional ethicsen_US
dc.subjectyrkesetikken_US
dc.subjectworkplace learningen_US
dc.subjectlæringen_US
dc.subjectprofessional identityen_US
dc.subjectpolitirollenen_US
dc.subjectpolice studenten_US
dc.subjectpolitistudenteren_US
dc.subjecterfaringsbasert læringen_US
dc.titleIn-field training in the police: Learning in an ethical grey area?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.source.journalJournal of Workplace Learningen_US
dc.identifier.doihttps://doi.org/10.1108/JWL-04-2020-0060


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