Author(s): UMEMURA, T., KAWAMOTO, T., MURAKAMI, M., NAKAJIMA, T., Institution: HOKUSHO UNIVERSITY, Country: JAPAN, Abstract-ID: 2019

Introduction:
Recently, there has been attention to the importance of collaborative training among teachers within schools to enhance physical education classes [1]. While reports on mentoring by senior teachers within the school can be found [2], there is a need for accumulated insights regarding the involvement of experienced teachers with their colleagues within the school.
The purpose of this study was to clarify the thinking of experienced elementary school physical education teachers when interacting with non-specialized colleagues within the school context.
Methods:
The subject of this research was 11 experienced elementary school teachers in physical education classes. We selected teachers with extensive teaching experience and those holding leadership roles in the physical education community as experienced teachers. We conducted semi-structured interviews to investigate teacher’s thinking toward the involvement with colleague teachers. The text date of interviews was analyzed by text-mining (KHcoder) in terms of interpretation and outputted a list of frequently occurring terms and a co-occurrence network. We got permission for this research from the principals of each elementary school. Furthermore, we explained to participants about the concept of this research and protecting privacies.
Results:
As a result of a text-mining analysis, it would be classified into major categories: “grasp of each child’s condition,”, “collaboration among teachers,”, “the desired image of children to cultivate throughout the unit,” and “valuation of positive teaching experiences.”
Discussion:
The analysis of interviews revealed that experienced teachers were more conscious of eliciting their colleague teachers intentions and thoughts about teaching when they were planning their physical education lessons. Cooperative conversations between mentors and novice teachers are suggested not only to minimize the isolation of novice teachers during school training but also to connect overall perspectives on childrens learning in both learning theories and practical teaching [3]. Therefore, it was observed that experienced teachers are striving to share the desired image of children while standing on the same perspective as their surrounding colleagues.
References:
1. Takahiro Sato, Emi Tsuda, Douglas Ellison & Samuel R. Hodge (2020) Japanese elementary teachers’ professional development experiences in physical education lesson studies, Physical Education and Sport Pedagogy, 25:(2), 137-153.
2. Kenji Kubo, Seiichiro Kihara & Kazuki Osedo (2008) A Study of Transformation of the Teacher’s ‘Reflection’ Skill on Teaching in Physical Education of the Elementary School. Japan J. Phys. Educ. Hlth. Sport Sci. 53: 159–171.
3. Penny Lamb & Graham King (2021) Developing the practice of pre-service physical education teachers through a dyad model of lesson study. European Physical Education Review 27, (4): 944-960.