Building a Professional Community for Inclusive Quality PETE System Under the ASEAN-Japan Cooperation

This study aims to comprehensively understand the current status of Physical Education Teacher Education (PETE) in ASEAN.It also shares the progress in implementing the action plans to enhance inclusive Quality PETE developed and revised by each ASEAN Member State (AMS) within the ASEAN-Japan cooperation framework since 2021.The situation around PETE, particularly the post-COVID-19 outbreak in each AMS, has been investigated based on the information furnished by the project representatives assigned by each government to develop action plans, and the contents and implementation process were thematically monitored and analysed using process-tracing research design.It was found that 1) PETE for in-service teachers and 2) teaching resource provisions were the centre of attention commonly, with slight differences among AMS, 3) in reflection of the concept of inclusion and 4) in priority of PETE program reform.Furthermore, the importance of 5) evidence-based policy advocacy and 6) stakeholders' collaboration has started to be acknowledged.Although the outcomes and impacts are yet to be evaluated, the role of physical education (PE) in enhancing socialemotional well-being and health levels, besides the gradual increase in investment towards PE, needs to be better recognised and reflected in public policies.It will be effective to form a Professional Learning Community (PLC) in ASEAN, a platform that sets up a favourable environment for continued capacity development and regional interactions, eventually disseminating the ASEAN standards of inclusive PETE for Quality PE.These findings have significant implications for academic societies and policymakers, highlighting the need for a PLC collaborative approach to enhance the quality of inclusive PETE within the region.