Japanese Secondary Physical Educators’ Professional Development Experiences of Teaching Japanese Traditional Dance

Abstract

ABSTRACT The purpose of this study was to investigate Japanese secondary physical educators’ professional development experiences teaching Japanese traditional dance education at a private secondary school. This study used a descriptive–qualitative research method, using in-depth interviewing within andragogy theory. Four physical education teachers (three males and one female) had Japanese traditional folk dance and drum teaching experiences in physical education. The data sources included face-to-face interviews, video analysis, and e-mail correspondence. The data were analyzed using a constant comparative method. Three significant themes were present: (a) mindful instruction in dance, (b) mutual support and encouragement between physical education teachers and students, and (c) professional development and dance training. Based on the physical education teachers’ interpretations of their experiences learning to teach Japanese traditional dances, Japanese physical education teachers should be trained to include dance education in a secondary physical education dance curriculum.