2024-03-28T08:55:54Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:02003763
2023-01-16T04:25:05Z
2113:2424:2425:1662429149915
Teacher’s Attitudes toward Educational Change in Cambodia : Analysis of Life History of Teachers who lived through the Pol Pot regime
カンボジアにおける学校教育の変化と教師の対応 : ポル・ポト政権期前後を生きた教師のライフヒストリーから
千田, 沙也加
SENDA, Sayaka
The purpose of this study is to clarify teachers’ attitudes toward several changes in Cambodia’s school education system by examining their life history. Many international organizations have been working on educational development in Cambodia for nearly 30 years. However, it seems there has seem no real change in educational practices in the country. The reason for this is perhaps because the meaning and value of teachers’ educational practices are not taken into account. This study focused on the attitudes of individual teachers who experienced several changes in school education. In particular, their attitudes toward the changes and their educational values were analyzed based on their life history. An overview of changes in Cambodia’s school education can be broadly divided into five stages. (1) French-style education with French as the teaching language (late 19th century- 1967), (2) Khmerized education (1967-1975), (3) Suspension of the education system during the Pol Pot administration (1975-1979), (4) Socialized education (1979-1991), and (5) International education development (1991-present). This study examined two teachers' life history. The first teacher, MP, had experienced French-style education. After the Pol. Pot era, he had experience as an elementary school teacher, a junior high school mathematics teacher, and a physics teacher at a junior high school teacher training center and a private university. The second teacher, UK, was seen as the No. 1 elementary school teacher in the local community, but before the Pol Pot era, she only had an elementary school diploma. After she became an elementary teacher, she participated in trainings at international organizations many times and has made use of new educational resources. When examining the teachers' life history, it was clear that they experienced a difference between the education they received, and the education they taught. Moreover, even after becoming teachers, they saw many educational changes. In the face of these experiences they adjusted to past experience and adapted to new teaching methods without obvious resistance or conflict, despite the ideological changes in school education. Such an attitude is intellectual "appropriation." I also pointed out that the over-affirmation of intellectual "appropriation" would lead to the uncritical introduction of new educational contents and methods, which could adversely lead to distortions in the current educational reform.
journal article
中部教育学会
The Chubu Society for the Study of Education
2021-06-30
application/pdf
中部教育学会紀要
21
58
73
The Chubu Journal of Educational Research
1346-5287
https://nagoya.repo.nii.ac.jp/record/2003763/files/chubukiyou21_02.pdf
jpn
http://chubu-kyoiku-gakkai.org/?page_id=1144