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題 名 | 高中輔導教師推展學校輔導工作的行動發展歷程分析=The Analysis of the Action Developmental Process of Senior High School Guidance-teachers Implementing School Guidance Work |
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作 者 | 許維素; | 書刊名 | 暨大學報 |
卷 期 | 5:1 2001.03[民90.03] |
頁 次 | 頁1-29 |
分類號 | 523.774 |
關鍵詞 | 學校輔導工作; 輔導教師; 行動策略; School guidance; School guidance-teachers; Action strategies; |
語 文 | 中文(Chinese) |
中文摘要 | 學校輔導工作要能在校園中生根發芽,成長茁壯,必要透過輔導教師長期的投入與 努力。學校輔導教師持續面臨許多角色的困境,所以輔導教師如何在一所學校內成功地、持續地推展輔導工作,其行動發展歷程值得解析,以作為在職輔導教師、輔導教師養成機構以及教育當局之參考。 本就究邀請四名服務年資十六年以上、在其任教高中服務六年以上的專任輔導教師進行半結構的深度訪談,並以工作史、行動策略分析方法來了解受訪輔導教師於不同工作階段推展學校輔導工作的行動策略。研究結果分為三個部份: 一、新進校園時期的行動策略: 1.先理解環境,再採取小幅測試,是起始的行動。 2.面對並調適初期工作焦慮是必要的行動策略。 3.安全、必成是其重要的行動理念。 二、開拓輔導工作時期的行動策略: 1.拓展校內知名度,和學校師生建立關係。 2.重視個案輔導的能力與成效。 3.把握定位,促進合作關係。 三、行動發展歷程中的資源與動力。 1.個人與環境的資源。 2.自我覺察、反思與調適的能力。 3.輔導專業的角色認同。 根據研究結果,本研究的討論與建議分為兩大方向: 一、受訪輔導教師行動策略發展瓶頸的探討。 1.行動策略發展瓶頸:適應性因應模式的限制。 2.適應性因應模式的箝制力量。 (1)角色的窄化界定。 (2)團隊工作的困難與缺少。 (3)督導制度的缺乏。 (4)學校體制其他的限制與問題。 二、輔導教師專業訓練的省思 1.學習如何理解經驗與運動經驗。 2.個人的成長與生命的成熟。 3.輔導教師角色定位的釐清與界定。 4.專業能力的培養以及角色認同的增強。 5.培訓機構與在實務中工作的學校輔導教師合作教學是必然的趨勢。 |
英文摘要 | In order to allow guidance work to develop and extend in a school system, school guidance-teachers have to endeavor and devote themselves to school guidance work. Because the role difficulties of school guidance-teachers remain an issue today, by analyzing the action developmental process of the senior high school guidance-teachers implementing school guidance work successfully and consistently, some concrete suggestions and action strategies are proposed here for other guidance-teachers, guidance-teacher training institutes, and educational authorities. Four excellent senior high school guidance-teachers, who had been teaching in school for over 16 years, were invited to have an in-depth interview with the researcher. The data from the interview was analyzed with the methods of action strategy and work history. The results of the research were as follows: 1.When they had newly entered into the campus, they would get familiar with the environment first, then take an action to test the environment in order to check their understanding of the environment. In the meanwhile in order to check their understanding of the environment. In the meanwhile, facing and adjusting their job anxiety was very necessary. Searching safety and success was the main belief of their action. 2.When aggressively promoting guidance programs, they adopted various action strategies, including developing their reputation on campus, building up relationships with teachers and students, putting emphasis on the ability and efficiency of case management which was important to deepen the guidance programs, accelerating cooperation with others which was the tendency. 3.The resources and propelling power in their action process were their personal and environmental resources, their aptitude for self-awareness, reflective thinking and adjustment, and the identification of the professional role. The discussions and suggestions about the results were as follows: 1.There were some discussions on the bottleneck of their professional development, including the limitations of their adaptive coping model. The controlling power of their adaptive coping mode was their narrow definition of professional role, the lack and the difficulties of teamwork, the lack of a supervisory system, and the other limitations of school system. 2.The researcher made some reflective thinking about guidance-teachers' professional education programs. The researcher believes that guidance-teachers should learn to understand and make use of their working experience in school, search personal growth and mature continuously, clarify the definition of guidance-teachers' professional role, cultivate professional abilities, and strengthen identification of the professional role. The researcher also insists that cooperation between training institutes and practitioners is inevitable. |
本系統中英文摘要資訊取自各篇刊載內容。