Abstract
“If you’re good at something, if you really master the content, teaching seems to work much better. Students give you the feeling that you have something valuable to offer because you exude expertise. They show interest. It seems like you can only really be a teacher if you’re holding expertise in a particular area.” These words are taken from the opening paragraph of Koen’s self-study research report. Koen is an experienced teacher educator with a background in general education. His students in the teacher education program of the Faculty of Psychology and Educational Sciences at the University of Leuven generally gave him the feeling of “being a teacher” described above, as he used to readily illustrate his courses with “real-life” examples from his own career as a teacher or his experiences as a father. With his students in the bachelor program of physical education at Odisee University College, however, Koen had to come a long way in developing content knowledge. For a few years, he helped his colleagues with the basic motoric skills test during the introductory days for first-year students of the physical education program. The first glimpse students get from him is that of a teacher in sportswear holding a stopwatch. Koen enjoys the anticipation with which students look at him, wondering about the quality of their physical performance. When students later ask him curiously about his sports discipline, he notices a sense of disenchantment. “No, I don’t have a sports background, I’m an educationist.” That very moment, it feels like a myth is being dispelled. It makes Koen wonder about the extent to which he can still be of interest to his students. Does he display enough expertise or mastery to be able to teach them?
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Vanassche, E., Kelchtermans, K., Deketelaere, A., Kelchtermans, G. (2018). Teaching as a General Educationist in Physical Education. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_20
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