「書中之書」－幼師成長進行式

因應社會變遷中的幼兒教育，鼓勵教師在職進修被認為是解決策略之一，而現行的進修方式又常被批判。教育部於三年前提供了一個另類進修、輔導的機制，輔導者紀錄了輔導一年的「我見」與「我思」，並期望根據「我思」能開展一片討論的空間，盼望曾參予輔導工作的所有專家學者們能一起「眾聲喧嘩」，共同找出幼兒教師的長生不老藥。一年的輔導時程大致分為兩個階段，依序分別是：建立關係與自行發覺問題階段（鼓勵發掘問題）、協助情境改變與促進省思能力階段。期間運用的方法以「講述」居多，此外尚運用了「省思對話」和「討論」之技巧，並經常進班觀察，以建立對話的平台。一年下來的發現如下：輔導者所運用的輔導策略大致可滿足輔導過程的需要，尤其以進班觀察後的省思對話與討論最令受輔老師們「既期待又怕受傷害」，雖然受輔老師與所長對輔導過程給予正向的回應，但輔導者仍認為「這真是一件極為緩慢之經驗與知識重構」的過程啊！故而建議在輔導的政策下，受輔學校也需要有配套的措施同步推動，方能有事半功倍的成效。

關鍵字

幼兒教育；幼教老師；自職進修；輔導；專業成長

並列摘要

In-service teacher education is seen as one of the most useful ways to responding to quick changes both in the society and in the field of early childhood education. The Ministry of Education offered an alternative program, in the past three years, to appoint experienced professionals to enter the work site of early childhood teachers, for the teachers to consult with the professionals about the problems they encounter in working with young children. The professionals were also encouraged to share the counseling process to establish peer-sharing mechanism to eventually enhance the quality of early childhood education. There are two stages in the one-year counseling experience that I will share in this article. As a counselor, my focus of the first stage is to establish relations with the teachers and to encourage them to explore issues or problems in their classes. I then focus mainly on problem solving and reflection promotion in the second stage. Other than discussion and sharing my opinions with the teachers, I often enter the classes to observe them, which becomes an important source of my understanding and dialogue with the teachers. Bases on the one-year counseling experience, my conclusions are: (1) the teachers are satisfied with the counseling process, especially with the discussion after my on-site observation in their classrooms, although the experience of being observed is somewhat threatening, (2) although there are positive feedbacks from the teachers, I still consider the whole process a slow-going reconstruction of knowledge and experience, and (3) in order to fulfill the on-site counseling policy, the early childhood programs themselves must provide some action to match up to the expectations of high-quality early childhood education.