Japanese elementary classroom teachers’ experiences with parental involvement of immigrants regarding physical education

Japanese elementary teachers’ experiences during online professional development regarding involvement of immigrant parents in physical education

“…This study focuses on a problem-solving-based, online PD program addressing the problems and challenges voiced by Japanese elementary teachers in Tomura et al (2022) regarding the parental involvement of immigrant parents in relation to PE. This study does not intend to suggest that this online PD program is the best approach for preparing teachers to build professionalism in parental involvement.…”

“…Based on the findings of Tomura et al (2022), we designed online PD module content focusing on three learning goals for participants: (a) reflection on prior experiences regarding parental involvement of immigrant parents, (b) theory-based learning regarding parental involvement of immigrant parents regarding PE, and (c) collaborative learning with other participants. The duration of the whole online module was 2 months (8 weeks); the activity content, schedule, and delivery methods are listed in Table 2.…”

“…Recently, Tomura et al (2022) studied Japanese elementary teachers' experiences with parental involvement of immigrant parents in relation to physical education (PE). In Japan, elementary school teachers expect parents to become their partners (Tomura et al, 2022).…”

“…Recently, Tomura et al (2022) studied Japanese elementary teachers’ experiences with parental involvement of immigrant parents in relation to physical education (PE). In Japan, elementary school teachers expect parents to become their partners (Tomura et al, 2022). In order to build this partnership, Japanese elementary teachers often conduct home visits called katei houmon , where classroom teachers visit students’ homes to have conversations with parents about school concerns, their children's talents and abilities such as physical and social skills, and the safety of their children at school, including during PE (Jabar, 2010).…”

“…Tomura et al (2022) found that Japanese elementary teachers faced cultural differences and communication barriers (e.g. language barriers) when they collaborated with immigrant parents concerning PE, creating challenges in offering an effective and safe learning environment in PE classes.…”