ラオスにおける体験型学習を通した教員意識の変容 ―ベンガラ染めワークショップの実践と教員へのインタビューを通じて―

ラオスの学校制度は, 初等教育全般において「体験型学習の提供」を求めている。実技教科では体験型の授業が実践されているが, それ以外の教科では座学中心の授業である。その背景には, 体験型学習の行い方がわからないといった教員の課題意識がある。本研究では, 特に教員の授業づくりに対する課題意識を引き受け, ラオスにおいて体験型学習を協働実践し教員意識の変容を明らかにすることとした。具体的には, ラオスの小中学校２校で,体育の授業で使うT シャツをベンガラ染めする体験型学習を行った。教員にも参加してもらいながら, 体験型学習を経験すると同時に協働実践することで, どのように意識が変容するかを検証した。検証方法は, 実践校２校の教員に対する半構造化インタビューである。その結果, 教員らは体験型学習の可能性を理解した一方, 座学中心の授業から体験型学習へ転換の方法がわからないという意見もあり, 今後の課題となった。

The Lao school system calls for the "provision of experiential learning" in all aspects of primary education. However, while hands-on learning is practiced in practical subjects, other subjects remain classroom-based. One of the reasons for this is the teachers' awareness that they do not know how to conduct hands-on learning. In this PBL, we took on the problem consciousness of Laotian teachers in particular regarding class creation and clarified how teachers' consciousness would change through the collaborative implementation of experiential learning in Laos. Specifically, we conducted hands-on workshops at two elementary schools in Laos to dye T-shirts for physical education classes as part of the emotional education program. Teachers were also invited to participate in the bengara-dyeing workshop, and we examined how their awareness was changed through the experience of hands-on learning and collaborative practice. Semi-structured interviews were conducted with teachers at the two schools where the workshop was conducted. The results showed that the teachers viewed the workshop positively in regarding the interaction with foreign visitors and enjoyment and fun through learning. While they understood the potential of experiential learning, some of them did not know how to convert their classroom-based courses to include this form of experiential learning, which is an issue to be addressed in the future.