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

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