Some Thoughts on Implementing a New Teaching Approach: A Review of Clarke’s “Exploring Autonomous Learning…”

要旨

<jats:p>This practice-based book review looks at Donna Clarke’s (2019) “Exploring Autonomous Learning: A Teacher’s Experience and Learners’ Perception” in Autonomy in Language Learning: Getting Learners Actively Involved (Menegale, 2019). This chapter in the book is a reflection on her first attempt to make her class, at the Japanese School of Brussels, more student-centred. In reviewing the chapter, I reflect on my experience of my first attempt at teaching a semester-long project-based course in relation to some of the key ideas discussed by Clarke. In doing so, I discuss the concerns, successes, and challenges that we shared and faced in incorporating a teaching approach that was new to us both. I also take a close look at the methodology that she used in her study. Finally, I conclude this book review by considering how I would respond to Clarke’s four questions that she frames her action research with. 本稿はAutonomy in Language Learning: Getting Learners Actively Involved (Menegale, 2019)に収められている Donna Clarke (2019)の“Exploring Autonomous Learning: A Teacher’s Experience and Learners’ Perception”の 書評である。本書のこの章は、ブリュッセル日本人学校でのClarke自身の授業をより学習者中心にするための初めての試みについて の考察である。この章を振り返りながら、Clarkeが論じた重要な考え方に関連して、筆者が初めて試みた1学期間を通してのプロジェ クトベースの授業の経験を振り返ってみた。私たち双方にとって新しい教育アプローチを取り入れる際に共有し、直面した懸念、成功、 課題について論じる。また、Clarkeが研究に用いた方法論についても考察する。最後に、Clarkeがアクション・リサーチの枠組みとし て掲げた4つの質問に対して、私ならどう答えるかを考えてこの書評を締めくくる。</jats:p>