林務局自然教育中心環境教育教師專業職能表現及成長需求初探

Exploring Naturalists' Professional Competencies and Their Needs for Professional Growth in Nature Centers within the Taiwan Forestry Bureau

王喜青(His-Ching Wang) ； 林慧年(H. Sylvia Lin) ； 陳維立(W. Jasmine Chen) ； 周儒(Ju Chou)

《環境教育研究》 9卷1期 (2011/09) Pp. 75-108

https://doi.org/10.6555/JEER.9.1.075

摘要

本研究以「職能」(competency)切入，運用美國國家公園署(National Park Service, NPS)解說職能為架構，針對林務局系統的環境教育教師，進行專業職能及成長需求資料蒐集，並以「重要表現分析法」分析與詮釋。研究對象為2010年7月服務於各林管處的環境教育教師共31位，問卷回收30份(96.77%)。環境教育教師女性多於男性，教育程度皆大學以上，以環境教育及資源管理為主，服務年資多未滿二年，平均工作時間為9.35小時。重要業務可分三大類：1)準備及執行活動與課程；2)運用環境規劃、評估及檢討活動與課程；3)業務溝通及協調。本文根據文獻建立環境教育教師之專業職能有一般個人技能、基礎、初級、中級與高級專業職能，共五個層次27個項目。根據重要表現分析法針對訓練需求之結果顯示，一般個人技能的「有效的與長官、同事溝通」、基礎的「能瞭解國內外自然中心的發展趨勢」、以及高級的「能依現地的資源規劃環境教育系統」、「能發展符合不同對象需求的訓練教材（教學模組）」與「能進行中心從業人員的領導、訓練與教學」，要優先提供。最後，再依據上述結論，提出對環境教育教師現況及專業成長的建議。

關鍵字

自然教育中心 ； 環境教育教師 ； 專業成長 ； 重要表現分析法

並列摘要

Based on the framework of interpretive competencies developed by the National Park Service, U.S.A, this study aimed to 1) implement a system of professional competencies for naturalists working in nature centers with the Taiwan Forestry Bureau; and 2) evaluate their professionalism by using importance-performance analysis (IPA). Questionnaires were distributed through the internet to 31 naturalists at eight Forestry Bureau nature centers. A total of 30 valid questionnaires (96.8%) were collected. Sixty percent of the naturalists were female with an undergraduate degree or above. The average length of service was just under two years, and they typically worked about 9.4 hours per day. Naturalists' primary duties included: 1) preparing, conducting, and evaluating curricula and activities; and 2) coordinating and communicating business-related information. Based on the literature review, this study developed 27 professional competencies and grouped them into five categories of common, basic, entry, middle and high levels. Based on the results of IPA, five competencies should be addressed in naturalists' training, which include: 1) ”communicate effectively with colleagues and supervisors” at the common level; 2) ”understand trends in the development of nature centers domestically and internationally” at the basic level; and 3) ”implement place-based planning for environmental education,” ”develop curricula based on the needs of different participants,” and ”provide leadership, teaching and training for naturalists” at the high level. The implementation and application of professional training for naturalists were discussed in light of these results.

並列關鍵字

nature centers ； naturalists ； professional competencies ； importance-performance analysis

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