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題 名 | 高中職專任輔導教師繼續專業教育需求之調查研究=The Survey of High School and Vocational School Full-Time Counseling Teachers' needs for Further Professional Education |
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作 者 | 陳志賢; 黃正鵠; | 書刊名 | 諮商輔導文粹 |
卷 期 | 7 2002.11[民91.11] |
頁 次 | 頁83-103 |
分類號 | 523.774 |
關鍵詞 | 專任輔導教師; 學校諮商師; 進修需求; 繼續專業教育; Full-time counseling teacher; School counselor; Further professional learning needs; Further professional education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在以問卷調查研究高中職專任輔導教師的繼續專業進修需求強度與內容為何。為達上述目標,本研究使用「輔導教師專業進修需求調查問卷」為研究工具,使用多階段叢集取樣的方式,以高雄師範大學輔導區內七個縣市的126位高中職專任輔導教師為樣本進行調查。調查結果則統計其平均數和標準差,並進行排序,研究結果如下: 一、高中職專任輔導教師的專業背景有明顯的提升,71.1%具有輔導的相關訓練背景,高達44.7%具有研究所層級的養成訓練。 二、專任輔導教師對專業繼續教育具有高認同與需求。 三、專任輔導教師專業進修的動機主要是工作上的需要,其次才是其它個人內在的需要。 四、工作過於繁重是阻礙專任輔導教師專業進修的重要因素,其次是缺乏良好的進修課程與家庭負擔。 五、多元的進修方式、班別與時間都有存在的需要,但是需求的強度不同。 六、專任輔導教師多數選擇留職留薪的方式進修,只有8%選擇留職停薪,24.8%的人兩者皆可。 七、進修班別以短期輔導知能研習和輔導碩士班需求最高,其次依序是輔導教學碩士班、輔導博士班。輔導四十學分班和二十學分班需求最低。 八、進修時間則以暑期班最多人選擇,日間班次之,其它依序是假期班、遠距教學班。夜間班需求最低。 九、專任輔導教師對於與接案能力及目前輔導工作重點直接相關的課程需求較高。 十、專任輔導教師對於短期諮商學派、家族治療、行動取向學派進修意願較高。 基於以上研究結果,本研究提出對諮商員專業養成教育及繼續教育機構的建議,並做為規劃高中職專任輔導教師專業進修上的參考。 |
英文摘要 | This research is aimed to investigate, by means of questionnaire, how much the high school and vocational school full-time counseling teachers desire to pursuit further professional enhancement and what their needs include. To achieve the goals above, this research used “questionnaire of counseling teachers’ needs for professional enhancement” as the research tool, investigating 126 high school full-time counseling teachers who are in the seven cities and counties involved in the counseling district of Kaohsiung Normal University. The research outcome, gathered through multistage cluster sampling, was calculated to get its average and STD, and then arranged in order. The final results are: 1. The professional background of high school and vocational school counseling teachers have improved significantly, with 71.1% of them having related training background, and 44.7% at graduate school level. 2. Full-time counseling teachers highly approved of and need further professional education. 3. Full-time teachers’ motivations for professional education are mainly due to their working needs, and personal inner need is the minor reason. 4. Too much workload could be an important factor to stymie full-time counseling teachers to pursuit further professional learning, the other reasons are lack desired learning programs and family burden. 5. Diversified learning paths, programs and schedules are needed, but with different demand levels. 6. Most full-time counseling teachers prefer further studying with position and salary retained. Only 8% choose position-retained, no-salary plan. 24.8% think either way is ok. 7. The top priority of further learning programs is short-term counseling training workshop and counseling program for master degree, the next, in turn, are counseling teaching for master degree and counseling program for Ph.D. Counseling for 40 credits program and for 20 credits are at the bottom. 8. As to learning time, most people choose summer programs, followed by daytime programs. The other, is turn, are weekend programs and long distance teaching programs. Nighttime programs are the least preferred. 9. Full-time counseling teachers need more the course related to case-dealing ability and current counseling focus. 10. Full-time counseling teachers are more willing to learn short-term counseling schools, family therapy, and action-oriented schools. Based on the results above, this research thus offers some suggestions for professional counselor training education and furthering education organizations, which could also be reference for planning for high school full-time counselors’ further learning. |
本系統中英文摘要資訊取自各篇刊載內容。