Research impact: This paper provides a further example of evidence-informed teaching and assessment in the BSc in Physical Education at the University of Limerick. Research on teaching and learning in the programme is extensive, and its publication record suggests that it can be considered a notable international reference point. It offers an important contribution to PETE by demonstrating that care-full teaching can deepen the social justice potential of signature pedagogies. It shows that everyday relational practices are central, rather than incidental, to how teacher educators enact pedagogies that support learning about and through social justice. By unpacking both the “signature” and the “pedagogy” within signature pedagogies, the study provides a practical and conceptual lens for refining teacher education practice and strengthening the alignment between pedagogical intentions and socially just outcomes.

DOI

Castro-García, M., Barquero-Ruiz, C., & Calderón, A.