Japanese Elementary Classroom Teachers' Experiences with Parental Involvement of Immigrants Regarding Physical Education
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| Title: | Japanese Elementary Classroom Teachers' Experiences with Parental Involvement of Immigrants Regarding Physical Education |
|---|---|
| Language: | English |
| Authors: | Takafumi Tomura (ORCID |
| Source: | Education 3-13. 2024 52(2):185-200. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Parent Participation, Immigrants, Physical Education, Urban Schools, Parent Teacher Cooperation, Faculty Development, Teacher Attitudes, Cultural Differences, Social Bias, Socioeconomic Status |
| Geographic Terms: | Japan |
| DOI: | 10.1080/03004279.2022.2081351 |
| ISSN: | 0300-4279 1475-7575 |
| Abstract: | The purpose of this study was to describe and explain in-service Japanese elementary classroom teachers' experiences with parental involvement of immigrant parents as it pertains to physical education (PE). The study was framed using the theory of teacher development. This study used a descriptive-qualitative methodology and an explanatory case study design. The participants were six elementary classroom teachers at urban schools in Japan. Data sources were a demographic questionnaire, semi-structured online interviews and follow-up e-mail communication. Three themes emerged from the data: (1) Lack of teamwork with the parents in relation to PE, (2) Minimising assumptions toward immigrant parents and (3) Transdisciplinary collaboration among the school personnel. To overcome the challenges, it is necessary to establish professional development resources inside and outside of schools to promote harmonious relationships between teachers and immigrant parents in order to offer a more effective and safer academic environment in PE. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408878 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to describe and explain in-service Japanese elementary classroom teachers' experiences with parental involvement of immigrant parents as it pertains to physical education (PE). The study was framed using the theory of teacher development. This study used a descriptive-qualitative methodology and an explanatory case study design. The participants were six elementary classroom teachers at urban schools in Japan. Data sources were a demographic questionnaire, semi-structured online interviews and follow-up e-mail communication. Three themes emerged from the data: (1) Lack of teamwork with the parents in relation to PE, (2) Minimising assumptions toward immigrant parents and (3) Transdisciplinary collaboration among the school personnel. To overcome the challenges, it is necessary to establish professional development resources inside and outside of schools to promote harmonious relationships between teachers and immigrant parents in order to offer a more effective and safer academic environment in PE. |
|---|---|
| ISSN: | 0300-4279 1475-7575 |
| DOI: | 10.1080/03004279.2022.2081351 |
