84 An Evidence-Informed Teaching Approach to Social Justice Pedagogies: Co-creating Toolkits for Teacher Educators and Preservice Teachers

Dr Antonio Calderón presented a multi-year, evidence-informed initiative that integrates social justice pedagogies into teacher education programmes within the Faculty of Education and Health Sciences. Working with undergraduate and PME cohorts in Physical Education, the project aims to build capacity among both preservice teachers and teacher educators to engage confidently and critically with ESD-related themes such as inequality, inclusion, and power.

Grounded in ongoing cycles of data collection, reflection and resource development, Dr Calderón and colleagues co-created two open-access toolkits through the JusticeEd and SATLE projects, supported by Research Ireland, the New Foundations scheme, and HEA funding. The toolkits include visually designed case studies, reflective prompts, intersectional scenarios, and classroom-ready materials that simulate complex situations related to culture, identity, school structures, and teacher agency. The visual cases—printed and used in tutorials and school placement preparation—help student teachers navigate uncomfortable conversations, bridge theory and practice, and build confidence in enacting social justice pedagogies during placement.

The toolkits also document student teacher experiences, lesson plans, and digital portfolios, enabling an iterative, dynamic resource that evolves with ongoing feedback. Dr Calderón emphasised that this approach supports the national ESD strategy’s priorities on pedagogical innovation and educator capacity-building, and provides a scalable model for ESD integration across teacher education disciplines.