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Workplace learning in the South African Police Service (SAPS) : themes and perspectives in teaching research methodology module

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dc.contributor.advisor Pitsoe, Victor Schwartz, Gerrit Jacobus 2017-01-17T08:37:52Z 2017-01-17T08:37:52Z 2016-06
dc.identifier.citation Schwartz, Gerrit Jacobus (2016) Workplace learning in the South African Police Service (SAPS) : themes and perspectives in teaching research methodology module, University of South Africa, Pretoria, <> en
dc.description.abstract This study captures the transformation of a research methodology module and the workplace learning resulting from teaching research to senior police officers. Using ethnography, the study explores the initial development and transformation of the research module content and the ways in which the police trainers developed their practices to teach research methodology in the regulated police work environment. Through interviews, observations, document analyses and an ethnographic essay, the researcher uncovers the experiences and construction of knowledge at a SAPS Academy where research was taught and in the workplace during the ensuing experiential learning. The study revealed how the research module evolved through compensations made for shortcomings in the initial design. This was done by addressing changing organisational expectations and responding to specific needs of the adult learners. The trainers subsequently adapted their teaching approaches to cater for the specific needs of the learners and the organisation. At the same time, they also protected the reputation of the organisation and the integrity of the research module. The findings indicate that informal learning, constructed unintentionally, was more prominent in the workplace than the intended development of research skills. Evidence suggested that learning is indeed reliant on personal agency and that learning in communities of practice is very effective for the community. However, culture can become a barrier to learning when newcomers resist entry into such community or when its sub-culture conflicts with that of the bigger organisation. These experiences and lessons enabled the construction of a new three-phased research teaching model for organisations that wish to inculcate research as a problem–solving mechanism. The study has implications for policy-makers and educators as it emphasises the need to understand the theory of workplace learning and the necessity of making a deliberate effort to support learning in the workplace. When learning is not supported, employees develop undesirable skills to cope with the pressure of having to work and learn simultaneously. The study contributes to the existing knowledge of workplace theory, ethnographic research in police settings and research teaching pedagogy. The study highlights the need for further exploration of knowledge construction in communities of practice in regulated work environments where sub-cultures are in conflict with the organisational culture. en
dc.format.extent 1 online resource (xiv, 511 leaves) : color illustrations en
dc.language.iso en en
dc.subject Teaching en
dc.subject Research en
dc.subject Ethnography en
dc.subject Workplace learning en
dc.subject Informal learning en
dc.subject Communities of practice en
dc.subject Agency en
dc.subject Police culture en
dc.subject Constructivist pedagogy en
dc.subject Research teaching model en
dc.subject.ddc 363.207155
dc.subject.lcsh Police training -- South Africa en
dc.subject.lcsh Research -- Methodology -- Study and teaching (Continuing education) -- South Africa en
dc.subject.lcsh Ethnology -- South Africa en
dc.subject.lcsh South African Police Service -- Officials and employees -- Training of -- South Africa en
dc.title Workplace learning in the South African Police Service (SAPS) : themes and perspectives in teaching research methodology module en
dc.type Thesis en
dc.description.department Educational Studies en D. Ed. (Philosophy of Education)

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