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The Pedagogy of Placements in Criminology Teaching: An Interactive Parallel Model of Criminological Learning.

Eason, Anne ORCID: https://orcid.org/0000-0002-4202-0494 and Bramford, Kate ORCID: https://orcid.org/0000-0002-9505-6925 (2018) The Pedagogy of Placements in Criminology Teaching: An Interactive Parallel Model of Criminological Learning. Bilaystok Legal Studies, 23 (3). pp. 85-96. ISSN 1689–7404

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Abstract

Formalised placements in criminological programmes are not a widely used teaching strategy in England and Wales (United Kingdom). This article presents the findings of a small study which explored how placements reinforced and enhanced the criminological understanding of the student and if there were benefits for mentors. The preliminary results indicated a positive correlation between what the student had learned in the classroom, and how this was applied in the “real world’” Building on Wenger’s communities of practice and Dalrymple, Kemp and Smith’s triadic learning, there emerged a parallel model of interactive criminological learning for students and mentors; a model that could not be emulated through traditional pedagogical teaching alone, thus reinforcing the concept of experiential learning (Kolb, 2015) , in a journey framed by Burch as that from unconscious knowledge and application to a conscious competent performance

Item Type: Article
Uncontrolled Keywords: pedagogy, criminology, mentoring, work-based learning, experiential learning, higher education
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Academic Departments > Institute of Humanities and Creative Arts
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Copyright Info: Open Access Journal
Depositing User: Anne Eason
Date Deposited: 10 Jan 2019 11:01
Last Modified: 10 Jan 2019 11:01
URI: https://eprints.worc.ac.uk/id/eprint/7401

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