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This paper aims to examine the professional learning of rural police officers.

This qualitative case study involved interviews and focus groups with 34 police officers in Northern Scotland. The interviews and focus groups were transcribed and analysed, drawing on practice‐based and sociomaterial learning theories, by members of the research team.

The two key skills for effective rural policing were mobilising available human and material resources in the moment, and learning how to police and live in a rural community. The professional learning of rural police is spatial, emergent, embodied and deeply enmeshed in specificities, and is developed through interactions between human and non‐human actors.

This paper argues that, in order to understand professional learning, it is imperative to examine how work practices are fully entangled in social and material relations.

Applying sociomaterial approaches to issues of professional learning can illuminate previously obscured actors and gives a fuller picture of how professional practice is developed, sustained and modified. Learning is conceived as attuning to available knowledge resources and drawing on the knowledge strategies that are the most productive in the moment. The issues raised in this paper pertain to other professionals working in rural areas, and more generally to the theoretical framing of professional practice.

The purpose of this study is to explore Swedish police education teachers’ informal workplace learning and its perceived value for their professional development. Two categories of teachers, police teachers and university teachers, with different professional knowledge and experience, work together at the police education unit.

The method used was in-depth interviews with teachers working at a Swedish police education unit.

Informal workplace learning was perceived by both teacher groups to be of great value for gaining knowledge about the local practice and for their professional development. Their learning emerged in discussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, the teachers’ informal workplace learning was socially and practice-oriented and learning emerged in a collaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in the teachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the local practice to become a professional teacher in this kind of education. Fourthly, an educational structure where academic knowledge and experience can be integrated with police knowledge and experience constitutes an important basis for teachers’ professional development in police education and training.

The study’s focus on police education and the professional development of teachers in this specific practice contributes to increased knowledge of the social, practice-oriented and embodied nature of informal workplace learning.

Collaborative inter-agency working is of paramount importance for the public protection agenda worldwide. The purpose of this paper is to disseminate the findings from a research study on the inter-agency working within adult support and protection (ASP) roles in the police, health and social care.

This realistic evaluation study with two inter-related phases was funded by the Scottish Institute for Policing Research. This paper reports on Phase 1 which identified existing gaps in the implementation of effective inter-agency practice by reviewing the “state of play” in inter-agency collaboration between the police and health and social care professionals. In total, 13 focus groups comprising representatives from Police Scotland (n=52), Social Care (n=31) and Health (n=18), engaged in single profession and mixed profession groups addressing issues including referral and information exchange.

On analysing context-mechanism-outcome (CMO), gaps in joint working were identified and attributed to the professionals’ own understanding of inter-agency working and the expectations of partner agencies. It recommended the need for further research and inter-agency training on public protection.

This unique Scottish study successfully identified the inter-agency practices of health, social services and police. By means of a modified realistic evaluation approach, it provides an in-depth understanding of the challenges that professionals face on a day-to-day basis when safeguarding adults and informed strategic recommendations to overcome the barriers to good practices in organisational working. The methods used to determine CMO could benefit other researchers to develop studies exploring the complexities of multi-causal effects of cross-boundary working. The use of the same case study in each focus group helped to neutralise bias. However, the voluntary nature of participation could have resulted in biased perceptions. The limited numbers of health professionals may have resulted in less representation of health sector views.

This paper reports on a Scottish study that focused on the coordinated and integrated practices amongst the police, health and social services’ professionals who support and protect adult members of society at risk of harm and has implications for their practice.

Whilst the focus of this study has been on ASP, the conclusions and recommendations are transferable to public protection issues in many other contexts.

Studies on the joint-working practices amongst police and health and social services’ professionals who support and protect adult members of society at risk of harm are uncommon. This study investigated professionals’ perceptions of gaps and concerns pertaining to integrated working by means of a realistic evaluation approach. It recommended the need for further research and inter-agency training on public protection.

Public police professionals must deal with complex and disruptive social, political and organizational environments. This fact highlights the key role that leadership can play in effectively managing their work, while also ensuring their well-being. The aim of this research is to analyze the influence of laissez-faire versus authentic leadership on the work engagement of police professionals, considering the mediating role of emotional exhaustion and the moderating role of resilience and self-efficacy.

Structural equation modeling and hierarchical multiple regression analysis were used in a sample of 184 public police professionals.

The results show that emotional exhaustion partially mediates the relationship between authentic leadership and work engagement, and fully mediates the relationship between laissez-faire leadership and work engagement. Moreover, resilience moderates the relationships between authentic leadership, emotional exhaustion and work engagement; and self-efficacy moderates the relationships between laissez-faire leadership and emotional exhaustion and between laissez-faire leadership and work engagement.

This study highlights that constructive leadership is an important driver of positive experiences at work; it is necessary to change from passive to constructive leadership; and it is important for the combination of psychological resources and positive leadership to improve police professionals’ well-being.

The paper focuses on current debates about police professionalism. It explores the nature and meaning of what has been termed “old” professionalism, which focuses on the role of the police as “professional crime fighters”, and then assesses the extent to which there has been a transition to a “new” professionalism centred on enhanced accountability, legitimacy and evidence‐based practice. The paper aims to show how the recent attempt to embed this “new” professionalism within policing in England and Wales is likely to be compromised by the broader political and economic context of police reform.

The paper is based on a review of key contributions to the debates about police professionalism in the USA and the UK.

The paper provides important insights into the way in which there are competing and conflicting meanings attached to police professionalism and argues that claims that there have been significant transitions from one form of professionalism to another need to be treated with caution. The paper also emphasises the uncertain trajectory of the development of police professionalism in England and Wales in the future as a result of the complex interplay between the different elements of the coalition government's police reform programme.

The paper demonstrates the multiple meanings of the term “police professionalism” and the challenges that surround developing professional policing.

The purpose of this paper is to clarify the diversity of professional perspectives on police culture in an international context.

In a first step the authors developed a standardized instrument of 45 occupational features for comparative analysis of police professional views. This set was inductively created from 3,441 descriptors of the police profession from a highly diverse sample of 166 police officers across eight European countries. Using this standardized instrument, Q-methodological interviews with another 100 police officers in six European countries were conducted.

The authors identified five perspectives on the police profession suggesting disparities in officers’ outlooks and understanding of their occupation. Yet, the findings also outline considerable overlaps in specific features considered important or unimportant across perspectives.

The study emphasizes that police culture needs to be described beyond the logic of distinct dimensions in well-established typologies. Considering specific features of the police profession determines which aspects police officers agree on across organizational and national contexts and which aspects are unique.

The feature-based approach provides concrete pointers for the planning and implementation of (inter)national and inter-organizational collaborations as well as organizational change.

This study suggests an alternative approach to investigate police culture. It further offers a new perspective on police culture that transcends context-specific boundaries.

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.

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.

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.

The study can provide organisations such as educations, public services and businesses with better understanding on how to enrich learning in their on-the-job training manuals and programmes to evolve ethical professional behaviour. Ethical considerations can help leadership to improve efficiency and performance at the workplace.

How the potentially unethical aspects of workplace learning can influence the profession’s ethical attitude is an understudied topic in studies on learning to become a professional.

The study aimed to address how recruits perceive their roles and develop professional identities during in-classroom and in-field training.

This study explored the professional identity formation process by analysing asynchronous surveys with recruits from 13 municipal police departments in British Columbia, Canada. The participants were surveyed twice: after classroom-based training following Block I at the British Columbia Police Academy (BCPA) and after their departmental field training following Block II.

The analysis revealed that police recruits lacking public safety experience transformed their occupation and lifestyle. The training at the police academy helped develop recruits' muscle memory as they applied their knowledge to the situation through hands-on practice. Moreover, teamwork at the police academy and during field training allowed recruits to form their police identity. The study was conducted between 2020 and 2021 during the COVID-19 pandemic, thus revealing how the recruits learnt effectively whilst facing continuous challenges and adjusting.

This study relied solely on the respondents' language in text-based answers; therefore, it was not possible to ask follow-up questions or seek clarification. Consequently, several inputs were excluded from the analysis. This would not have been the case if a quantitative method, where answers can be selected accurately, had been used.

This study demonstrates that police recruits acquire diverse competencies and skill sets through rigorous formal requirements, nuanced informal aspects and comprehensive training at the BCPA and during field training, all of which pivotal in shaping their professional identities.

As the police service across England and Wales moves towards degree-level study for new recruits as a component of recognising the profession of policing, this paper describes and discusses the introduction of the Police Constable Degree Apprenticeship (PCDA) and the core skills of evidence-based policing (EBP) as an educational theme for solving work-based problems.

Authored by both policing practitioners and researchers, this paper refers to key literature whilst exploring the implementation of the PCDA as a component of a Policing Education Qualifications Framework (PEQF). It highlights some of the challenges faced with its implementation along with the benefits of the adopting this degree-level education and work-based programme where EBP is embedded in to both study and professional practice.

There are significant benefits to the police service of adopting the PCDA as one of the entry routes for new police constables and embracing the educational development and professional application of EBP. However, this does not come without a number of challenges for the service and the professional body for policing.

This paper, co-authored by both policing practitioners and researchers, provides a contemporary view on the introduction of the PCDA as an initial entry route for new police constables and the embedding of EBP within both their learning and professional practice. As the first graduates complete their studies, the paper discusses the opportunities the adoption presents and the challenges it faces both locally and nationally.

The purpose of the current study was two‐fold: to explore police officers' perceptions of the daily challenges involved in child abuse investigation and how those challenges affect their ability to undertake child abuse investigations, and to explore how these challenges are managed on a daily basis.

This study employed a qualitative research design. In‐depth interviews were conducted with a diverse sample of 25 police officers working in child abuse units across three Australian states.

Inductive thematic analysis revealed that heavy caseload and collaboration with other professional groups are two key sources of negative work stress frequently associated with child abuse investigation. Further, despite the provision of organisational strategies aimed at reducing work stress, the officers tended to rely predominantly on informal coping mechanisms.

This study has raised many questions for further research aimed at developing interventions to assist police organisations in managing work stress.

This paper provides an in‐depth analysis of the key challenges associated with child abuse investigation and the coping mechanisms employed for overcoming these challenges from the unique perspective of police officers authorised to investigate child abuse.