Double Grade of Professionalization of Teachers? How Research-based Learning in PE Teacher Training Can Contribute to This Theoretical Approach

Abstract

According to a common profession-theoretical understanding, teachers should have at their disposal both a reflective research-driven habitus as well as content-related and didactic professional competence. However, PE stu-dents often do not necessarily experience the need for such double professional-ism in practice, which is why they often attribute little importance to the devel-opment of a research-driven habitus as part of their professionalization. This phenomenon contrasts with the proclaimed need for a double qualification, which can be implemented by the academic didactic approach of research-based learn-ing. Especially in PE teachers’ training, not only the shift from a learner’s to a teachers’ perspective can be achieved through research-based learning, but also the shift of roles from an athlete to a coordinator of motion-cultural activity. However, both shifts require an explicit, early and continuous engagement in the various fields of competences, addressing content-related and didactic skills and research methods from early on. The article discusses theoretical demands and subject-related challenges and opportunities of research-based learning and how it may contribute to professionalization. Finally, practical recommendations for its didactic implementation are addressed, which are derived from a combination of theoretical positions and empirical findings.