專任輔導教師運用跨專業教師成長社群催化導師輔導知能提升之行動研究

雙師合作是系統合作中重要的一環，輔導教師與導師之間形成合作關係對於學生輔導的成效則有顯著的幫助。本研究旨在透過合作行動研究協助導師提升輔導知能以利推展雙師合作。本研究的研究者即為行動者，係服務於桃園某偏遠地區小型學校第二年的專任輔導教師，透過與導師組成跨專業教師成長社群，目的在於催化導師輔導知能的提升，提升學校輔導工作的系統合作。研究者參與者為美麗國中八位導師，與導師們進行訪談並在過程中一起進行輔導工作。八位導師中有3名男性、5名女性，年齡介於20至60歲之間，教學年資介於1年至23年之間。在研究過程中按時進行跨專業教師成長社群，討論個案、分享正向策略、一同進行家訪與處理學生事務。研究者在三個月的時間內將與導師的合作歷程與研究者自我省思記錄下來，持續的進行資料分析，以滾動式的調整研究行動。本研究結果發現：一、參與跨專業教師成長社群能有效提升導師輔導知能與對輔導工作的理解，並拓展對學生問題的理解，紓解導師所面臨輔導工作困境。二、專輔教師成為社群中重要的催化劑，提供導師安定的力量，協助、支持、引導導師更多的抒發、覺察、反思，強化導師的支持系統。三、專輔教師面對偏鄉小校困境，推動系統合作可從建立雙師關係著手，並透過社群催化導師輔導知能的提升，進而促使學校系統的改變。最後依據上述研究結果提供學校輔導系統實務工作與對未來研究的建議，並對偏遠地區輔導教師與導師的學校合作模式提供可行的方案。

關鍵字

行動研究；偏遠地區學校；專任輔導教師；跨專業教師成長社群；雙師合作

並列摘要

For school counselor, collaborating with teachers is one of the most important work in system collaboration. The current research adopted collaborative action research to facilitate the improvement of homeroom teachers’ counseling knowledge and ability in order to promote the interdisciplinary collaborations with teachers. The researcher, a school counselor, as the actor had just served at the position for two years in a small rural school located in Taoyuan city. The objective was to facilitate the improvement of homeroom teachers’ counseling knowledge and ability through interdisciplinary teacher learning community, which is focusing on student guidance. In this action research, the actor invited 8 homeroom teachers in the school to participate in the interdisciplinary teacher learning community which the actor initiated. These homeroom teachers included 3 males and 5 females which had teaching experience between 1 to 23 years. And their age between 20 and 60 years old. The community has lasted for 3 months and all teachers were interviewed before the start and after the end of community. During the process, the actor visited teachers by schedule, conducted case study in community time, shared positive strategies, and worked collaboratively with them for home-visit or other students’ affairs. All activities were recorded and reflection notes of actor were taken as the collected data and made rolling correction. The data analysis served as an on-going evaluation, which gave feedbacks for adjusting the action. The study results summarized as follow: 1) Homeroom teachers gained counseling and guidance knowledge and improved understanding in school counseling work through interdisciplinary teacher learning community. They expanded understanding on students’ problematic behavior and reduce difficulties in the student guidance,too. 2) The school counselor served as catalysts in facilitating teachers’ involvement and emotional expression and in empowering, supporting, and guiding teachers’ participation and self-awareness in the process of interdisciplinary teacher learning community. 3) To facilite inter-professional collaborations in small schools, the school counselor need to build relationships with teachers first. Also, school counselor could achieve the school change in student guidance through interdisciplinary teacher learning community. Finally, based on the above research results, it provided practical work of the school counseling work and suggestions for future research. The results could benefit the researcher for long-term collaborations with teachers and informed other counselors a possible collaborative working model for schools in remote areas.