| The ability to solve problems, think critically, and communicate effectively are necessary traits in law enforcement officers (LEOs). Individuals responsible for instructing LEOs must employ adult learning strategies to provide LEOs the opportunity to share ideas, experiences, beliefs, and knowledge. Discussion is one learning strategy that invites participation in sharing information. However, law enforcement training traditionally has incorporated teacher-centered methods that limit students sharing experiences and learning from each other. The purpose of this case study was to examine what instructors at a law enforcement training academy understand about using discussion in the classroom. The study used adult learning theory and experiential learning theory as its theoretical framework. Three guiding questions examined how academy instructors perceive discussion, if they use it effectively, and if any barriers exist to using it. Data analysis was conducted using coding methods, member checking, and comparing observations with interviews. Semi-structured, face-to-face interviews of 7 instructors were coded for common words, phrases, and themes. Results of the interviews revealed 5 themes: sharing experiences, identifying barriers, using teaching strategies, understanding the classroom environment, and distinguishing nonverbal communication. Results of the observations revealed 2 themes: barriers and encouragement to classroom discussion. Findings from the data guided the development of a professional workshop focusing on the use of discussion for instructors at the law enforcement training academy. Implications for positive social change include enhanced instruction and learning at the facility studied as well as at other law enforcement training environments. |
