Sharing Collaborative Processes and Artifacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE)

Abstract

In this chapter, we outline an approach to structuring a collaborative self-study that supports the sharing of individual experiences in a way that enables collective analysis and personal reflection. We share examples of how this approach enabled eight Brazilian teacher-researchers to work collectively to investigate their own social justice pedagogies. To do so, we used a four-phase process. First, each coauthor identified and wrote about a critical incident from their teaching that they shared electronically. In the second phase, We used email to comment on each other’s written pieces. Email exchanges scaffolded reflection. In the third phase, each person analyzed the comments and presented them back to everyone at a group meeting. Finally, through discussion, the group identified the recurring themes that permeated the different critical situations. The chapter provides a methodological overview based on our empirical work about teaching themes which are entangled with socially just PETE (Physical Education Teacher Education). We have found that being a teacher-researcher has some commonalities related to criticality whether one is teaching in K-12 schools or higher education.

Citation

Neto, L.S., Venâncio, L., da Conceição, W.L., Corsino, L.N., Freire, E.d.S., Filgueiras, I.P., Barreto, S.M. and Leonardo da Silva Vieira, E. (2023), "Sharing Collaborative Processes and Artifacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE)", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Studying Teaching and Teacher Education (Advances in Research on Teaching, Vol. 44), Emerald Publishing Limited, Leeds, pp. 53-62. https://doi.org/10.1108/S1479-368720230000044010