Probation training: the experience of teachers and learners

Abstract

Qualifying training in probation is under review and likely to be substantially changed. This article draws on a small scale study of current training arrangements designed to explore the views of trainee probation officers, practice development assessors and university tutors regarding which elements of the current Diploma in Probation Studies framework most support learning. Their comments focus on the organisational ownership of training, time and learning, the teacher-learner relationship, teaching methods and equality of access. It is argued that probation training is best supported by a series of linked qualifications across grades, integrating practice-based and academic learning delivered through a 'blended learning' model.