‘Police students’ experience of participation and relationship during in-field training’.

Based on in-depth interviews regarding 12 police students’ experience from in-field training, the present study seeks to uncover the meaning and content of what matters when learning police work in practice. Deeply rooted in the students’ experience of participating in in-field training, the present paper presents findings from the following issue: How do police students experience participation and relationship during in-field training? The question has as its starting point sociocultural theory regarding learning professional practice. The analysis generates findings as follows: to be put in front, tutoring as on-going descriptive conversations and to be taken care of. The paper draws on this conceptual structure as a springboard for the ongoing discussion about what matters in educating students undergoing police training in higher education, and in particular the significance of embodied learning and professional and emotional support in learning the police profession.