The purpose of this study is to gain suggestions for examining the physical education teachers' philosophy of coeducational physical education through clarifying instructions and considerations of the gender perspective in coed physical education classes that they recognize as necessary.
　We surveyed 250 junior high school physical education teachers and analyzed 241 responses. The results categorize the instructions and considerations of the gender perspective in coed physical education classes by junior high school physical education teachers into 【Teacher's reflection】, 【Indirect instructions/considerations】, 【Direct instructions/considerations】 and 【No special instructions or considerations are necessary】. 【Teacher's reflection】 suggests that represents the situation that physical education teachers are put themselves in the environment are required to conduct coed physical education classes. On the other hand, there were some instructions and considerations that could reinforce gender bias in 【Indirect instructions/considerations】and 【Direct instructions/considerations】. 【No special instructions and considerations are necessary】shows that some of the junior high school physical education teachers in this study do not think of the need for instructions and considerations of the gender perspective in coed physical education classes.
　Consequently, it seems that many physical education teachers have the philosophy of coed physical education, in which boys and girls cooperate, enjoy exercise and sports, and learn in a safe and secure environment, however, it shows that some of the instructions and considerations recognized as necessary for the realization of the classes based of the philosophy could unknowingly lead to the reproduce of gender inequalities, discrimination, and oppression.

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　The aim of this study was to qualitatively clarify the content of instruction and the system and cooperation system surrounding the educational training of health and physical education teachers through an interview survey of health and physical education teachers at junior high schools and senior high schools. As a result, the following two points became clear. First, junior high school and high school health and physical education teachers provided educational training guidance based on their educational training experience as students and their previous teaching experience. Secondly, it was found that the educational training guidance was left to the educational training supervisors, and that the junior high school and high school health and physical education teachers felt that there were problems in the educational training guidance, which differed according to the educational training supervisor and the educational training school.

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