SRASI

Shared Responsibility Across a Shared Island: Teaching social justice in initial teacher education

Researchers: Ann Mac Phail. Antonio Calderón, Brigitte Moody, Clare McAuley, Dylan Scanlon, Elaine Murtagh, Mairead Davidson, Paul McFlynn, Carla Luguetti, Jennifer Walton-Fisette, Allison Campbell

SRASI_Group_Photo

Objectives:

  • Develop and share a teaching approach to social justice across two Physical Education Teacher Education (PETE) programmes from North and South.
  • Encourage teacher educators and preservice teachers (PSTs) to learn with and from each other, within and across their respective jurisdictions.

Methods:

The participants were teacher educators and PSTs attached to two teacher education programmes in the North (Postgraduate Certificate of Education (PGCE) Physical Education) and in the South (Professional Master’s in Education (PME) Physical Education). Three teacher educators and 12 PSTs were attached to the programme from the North and five teacher educators and 24 PSTs were attached to the programme from the South. Multiple data sources (including online recorded meetings, one face-to-face meeting, focus groups and debriefs) were collected and analysed throughout the thematic analysis.

SRASI_Report

Findings:

The key findings focus on

(i) the integration of social justice matters across two jurisdictions and within PETE programmes,

(ii) teacher educators’ exploration and experience in teaching about and for social justice,

(iii) setting realistic expectations to encourage engagement with social justice matters,

(iv) School Placement as an opportunity to experience the realities of social justice matters,

(v) the similarity of experiences between jurisdictions, and

(vi) PSTs’ acknowledgement of personal growth with respect to social justice matters.

SRASI Group 1
SRASI_Group Photo2

Report Citation: Mac Phail, A.; Calderón, A.; Moody, B.; McAuley, C.; Scanlon, D.; Murtagh, E.; et al. (2023). Shared Responsibility Across a Shared Island (SRASI): teaching social justice in initial teacher education. University of Limerick. Report. https://doi.org/10.34961/researchrepository-ul.24241960.v3

 

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