Refleksjonsnotat i politiutdanningen: En studie av politistudenters arbeidskrav "skriving av refleksjonsnotat", i andre studieår ved Politihøgskolen







OsloMet - storbyuniversitetet. Institutt for yrkesfaglærerutdanning



Master i yrkespedagogikk


This is a qualitative study of police students' reflection notes, written by police students during the second year at the Police College. The aim for the police college is to educate reflected and active police officers. By analyzing the police student's reflection notes, written in the second year of study, one can find out whether the police students reflect and what they reflect on. In addition, the study will say something about the written assignment of a reflection not is significant, in relation to professional ethical reflections, after they have started in an ordinary job as police. In accordance to the purpose of the study, I have made the following main problem: In what way does the written assignment of a reflection note in the second year of study at the police college, contribute to reflected police officers / women? Qualitative approaches have been used in this study. By studying, and analyzing, the reflection notes written by police students, it would be able to answer whether the police students reflect, and what they reflect on. In addition, I have interviewed police officers who have worked for some time, if the writing of a reflection note in the practice study, has made a difference after they started working as police officers. Finally, a focus group interview with practitioners has been carried out. In order to better understand the police students' reflection practices, I have chosen to use theorists who have written about learning and development through reflection, and then frequently linked it to the professional community. When it comes to the explanation of the concept of reflection in this study, I have mainly leaned on Bie's manual for reflections. S. Tveiten has received my attention when it comes to reflections on what kind of thoughts, emotions, and body reactions situations can cause. Lauvås and Handal's theories on reflection on practice have gained a natural place in the work, and also Schön, about the reflective practitioner. I have also been inspired by Hiim and Hippe, who, among other things, are concerned with facilitating systematic reflection on the work of a learning community. Heggestad about ethics in clinical nursing, has great transfer value to the police work, and is given some attention in this work. Jacobsen and Torsvik, H. Bang and S Johannessen are the theorists I have linked to the reflection notes that deals with organizational culture and police culture. A main finding seems to be that police students in a high degree reflect on the intention of the Police College. They are able to reflect on several levels, such as for instance the action itself, the justification for the action, and about which values that are at stake by performing the action. Another finding is that reflection training through the writing of a reflection note has made a difference. This has led to greater attention towards professional ethical reflection, after police officers have worked in the police for some time.




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