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

Abstract

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.