從身心障礙領域轉任資優教育領域之教師生涯轉換敘說探究

本研究以立意取樣，透過敘說研究，邀請三位已從身障領域轉換至資優領域之教師，各進行3次深度訪談，每次2至2.5小時。結果發現其在轉任資優班前，多數未將資優領域列入考量，然而萌生轉換領域之動念是受教育理念影響或自我生涯評估或時局巧合，且有其內在自我意識作為驅策，使其反思資優班教學之問題與對資優本質的覺察，同時，亦有對自我目標在教學生涯實踐的意圖，並期望擁有課程設計的自主權，也認為課程理念應呼應資優教育的本質，以將其自我目標實踐於教學生涯。更重要的是期望擁有課程設計的自主權，且期許資優教育應培養學生的道德觀，並理解學生建構知識的歷程。然而，三位研究參與者亦因不同專業養成，使其關注不同面向與各自論述，並表現於不同關注焦點與教育輔導方式。因此，建議師資培育機構可引導師資生修習資優領域時，多思考其教育理念與自我生涯評估之未來實踐性，以尋求較符合自身理想與個人特質之職涯。而後續研究可從師資生為何未將資優領域列為生涯選項，進而延伸至教育現況、教育理念、趨勢、生涯自我評估等議題，亦可比較教師透過不同路徑轉換任教領域的成效，或分析轉任歷程的不同背景、優勢與劣勢之影響。

關鍵字

身心障礙；資優；生涯

並列摘要

This research was based on the intention of sampling. Through narrative research, three teachers who had transferred from the field of disability to the field of gifted education were invited to conduct in-depth interview, each for 2 to 2.5 hours. This study found that most of the participants did not take the gifted field into consideration before transferring to gifted class. However, their motivation for transferring fields was influenced by educational ideas or self-career assessment or due to coincidence. In addition, they had internal self-awareness as a driving force to make them reflect on the problems of gifted class teaching and awareness of the nature of giftedness. At the same time, they hoped that their self-targets would be practiced in their teaching career. More importantly, they expected to have the autonomy of curriculum design, and hoped that gifted education should cultivate students' moral concepts. In addition, the research participants also wanted to understand the process of how students constructed knowledge. However, the three research participants were developed into different majors, which made them pay attention to different aspects and have their own expositions. They also showed professional ability in different focus and education methods. This study suggested that teacher training institutions could guide students in programs of teacher education to think more about their educational philosophy and the future practicality of self-career assessment when they studied gifted fields. In this way, it seemed easier to help students find a career that met their ideals and personal characteristics. It was suggested that follow-up research could start from why students in programs of teacher education did not list gifted areas as career options, and then extended to the current status of education, educational concepts, trends, career self-assessment and other topics. In addition, it was also possible to compare the effectiveness of conversion through different paths or analyse the influence of different backgrounds, strengths and weaknesses in the transferring process.

並列關鍵字

disability ； gifted ； career

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