Perspectives on social justice when becoming a teacher-researcher in the practicum: insights from physical education teacher education

Frontiers in Education

Education

Willian Lazaretti da Conceição¹  Ewerton Leonardo da Silva Vieira²  Elisabete dos Santos Freire³  Isabel Porto Filgueiras³  Samara Moura Barreto⁴  Luciano Nascimento Corsino⁵  Luciana Venâncio⁶  Luiz Sanches Neto⁶  Dawn Garbett⁷  Alan Ovens⁷ 

[1] Institute of Education Sciences, Federal University of Pará, Belém, Brazil;Physical Education Postgraduate Program, Federal University of Rio Grande do Norte, Natal, Brazil;Physical Education Postgraduate Program, São Judas Tadeu University, São Paulo, Brazil;ProEF, Federal Institute of Education, Science and Technology at Sul de Minas, Muzambinho, Brazil;Federal Institute of Education, Science and Technology at Ceará, Fortaleza, Brazil;ProEF, Institute of Physical Education and Sports, Federal University of Ceará, Fortaleza, Brazil;Federal Institute of Education, Science, and Technology at Rio Grande do Sul, Rolante, Brazil;ProEF, Institute of Physical Education and Sports, Federal University of Ceará, Fortaleza, Brazil;Physical Education Postgraduate Program, Federal University of Rio Grande do Norte, Natal, Brazil;School of Curriculum and Pedagogy, The University of Auckland, Auckland, New Zealand;

关键词: self-study;    critical friendship;    social justice;    physical education;    teacher education;    collaboration;    critical incident technique;    complexity thinking;   

DOI  :  10.3389/feduc.2023.1174751

 received in 2023-02-27, accepted in 2023-08-17,  发布年份 2023

来源: Frontiers

【 摘 要 】

Understanding the role teachers must play in fostering social justice is one of many tasks student teachers learn on practicum. This self-study is a collaborative endeavour between eight Brazilian teacher-researchers who work in multiple teaching positions and settings in different regions of the country. Our assumption within the broader research scope is that being a teacher-researcher has commonalities related to social justice whether teaching in K-12 schools or higher education. We have reconfigured a collaborative, four-stage methodological approach to practitioner research. In this paper, we investigate how one teacher-researcher and university professor – Luiz, the first author – has been transforming his practice towards social justice through the self-study of teacher education practices. His initial dilemma concerned his students’ practicum experiences. Through the prompting of his co-authors and critical friends, Luiz reflected on his decisions and assumptions. He presented his analysis to the group which generated the discussion which forms the basis of this paper. The contribution this paper makes is two-fold. One is to exemplify the rigorous method we used to generate alternative perspectives through self-study. The other is to explore the impact of deeply seated social injustices on our teacher education practices.

【 授权许可】

Unknown   
Copyright © 2023 Sanches Neto, Venâncio, Corsino, Conceição, Vieira, Barreto, Freire, Filgueiras, Garbett and Ovens.