Hivatásos jogviszonyban álló oktatók narratívái oktatói identitásukról

Abstract

As teachers in higher education have not inherently prepared to be teachers, it is inspiring to look at how they define themselves as educators. Several research articles focus on teacher identity (Kálmán, 2019; Beauchamp & Thomas, 2009); however, very few focus particularly on the position of educators in law enforcement higher education (see McCoy, 2006). Our broader research about teacher’s competence at the University of Public Service, Faculty of Law Enforcement is willing to plug this vacuum: we are digging deeper into the motivation of our commissioned officer educators, their definition of the teacher and their teacher identity, the hardships they face as educators and members of the police or military force (requiring different sets of behaviour). In our research, we conducted 25 interviews with the narrative analysis of which we can conclude that those police educators who simultaneously have a civilian degree are more open to methodological innovations. In contrast, those who define themselves more as police face more difficulties combining the two and being a law enforcement professional is a priority in how they identify themselves.