RECONSTRUCTING TEACHING, TRAINING, AND CADET DEVELOPMENT TO ENHANCE THE PROFESSIONALISM OF POLICE ACADEMY GRADUATES: A CASE STUDY OF THE WEST KALIMANTAN REGIONAL POLICE

Abstract

This study employs a qualitative tracer study approach to examine the implementation of teaching, training, and cadet development (police pedagogy) in the education of Police Academy graduates and to formulate an empirically grounded conceptual reconstruction of police education. Empirical data were collected through document analysis, literature review, in-depth interviews, and observations involving educators, trainers, caregivers, leaders, and Police Academy graduates, with fieldwork conducted at the West Kalimantan Regional Police. The findings reveal that teaching practices remain predominantly content-oriented, training activities are not yet adequately integrated with professional ethical values and socio-cultural contexts, and cadet development requires reconstruction toward a more educational and humanistic approach. Empirical feedback derived from graduates’ field assignments underscores the critical importance of contextual competencies, particularly in public communication, intercultural communication, and conflict resolution grounded in local wisdom. This study concludes that the reconstruction of teaching, training, and cadet development should be understood as an integrative conceptual model derived from field-based evidence, functioning as strategic input for the continuous improvement of Police Academy education rather than as a direct institutional redesign.

Keywords: Educational Reconstruction, Graduate Professional Competence, Police Academy Education