Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her ‘engaged pedagogy’. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, building relationships as a foundation to cultivating a learning community; this theme relates to the challenges and facilitators to getting to know our ‘faceless students’ and building an interactive relationship with them in an online environment. The second theme constructed from the data was commitment to a process of self-actualization that promotes teachers’ and students’ wellbeing; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts.

在过去的三年中，一系列研究强调了可统称为健康和体育教师教育 (HPETE) 的关键教学方法的好处和挑战。这项研究表明，通过批判性教学法促进的实践可以挑战 HPETE 中占主导地位的问责制度，通过激发民主话语以及对压迫条件的质疑和非自然化。本研究的目的是探索当主要作者尝试过渡到在线教学时实践的（不可能）可能性。从理论上讲，我们以 bell hooks 的工作为指导，特别是她的“参与式教学法”。参与式行动研究构成了这项研究。参与者包括主要作者（教师教育者）、一位批评家的朋友和另外两名教师教育者。收集的数据包括： (a) 首席研究员观察；(b) 主要作者和另外两名教师教育者之间的协作小组会议；(c) 主要作者和批评朋友之间的会面；(d) 教师教育者焦点小组；(e) 人工制品。调查结果在两个主题下进行讨论。第一的，建立关系作为培养学习社区的基础；这个主题涉及到认识我们的“匿名学生”并在在线环境中与他们建立互动关系的挑战和促进者。根据数据构建的第二个主题是致力于促进教师和学生幸福感的自我实现过程；在这个主题下，我们描述并探讨了在充满挑战的大学和教学环境中如何培养相互参与、脆弱性和冒险精神。