Japanese Elementary Teachers' Experiences during Online Professional Development Regarding Involvement of Immigrant Parents in Physical Education
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| Title: | Japanese Elementary Teachers' Experiences during Online Professional Development Regarding Involvement of Immigrant Parents in Physical Education |
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| Language: | English |
| Authors: | Takafumi Tomura, Takahiro Sato (ORCID |
| Source: | European Physical Education Review. 2024 30(2):228-249. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Teaching Experience, Electronic Learning, Professional Development, Parent Participation, Immigrants, Physical Education, Public Schools, Cooperation, Interpersonal Communication |
| Geographic Terms: | Japan |
| DOI: | 10.1177/1356336X231199677 |
| ISSN: | 1356-336X 1741-2749 |
| Abstract: | The purpose of this study was to analyse Japanese elementary school teachers' learning experiences during professional development (PD) regarding immigrant parental involvement in physical education (PE) at public schools in Japan. Based on andragogy theory, this study used an explanatory case study research design. Nine Japanese elementary teachers participated in the study. Data were collected from digital portfolios about immigrant parental involvement in PE, self-reflective journal logs, and semi-structured online interviews. Three major interrelated and complex themes were constructed from the data analysis: (a) "digital portfolios as a problem-based learning tool," (b) "transformative learning experience regarding communication with immigrant parents," and (c) "the need for Kenshu (teacher training) for all elementary school teachers." The findings suggest that the PD focusing on immigrant parental involvement in relation to PE allowed teachers to transform their practices and perceptions in order to minimize psychological, cultural, and social distance from immigrant parents. This study may help teachers, school administrators, and researchers develop new insights and motivation to integrate the concept of immigrant parental involvement regarding PE into the PD systems of public elementary schools in order to enhance teachers' problem-solving knowledge and skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419896 |
| Database: | ERIC |
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