國小輔導專長教師教學經歷研究 –以新竹市某年度初任兼任輔導教師為例

本研究採用質性研究，透過立意取樣之抽樣方式，選取新竹市某年度初任兼任輔導教師為母群體，研究者使用自編問卷向其中八位進行資料收集，再運用深度訪談法了解其中三位的教學與輔導歷程。訪談過後，研究者以現象學方法論之分析程序進行資料整理，完成每一位研究參與者之分析文本。本研究成果有下列幾項：一、影響新竹市某年度初任兼任輔導教師未來職涯選擇之教學經歷因素有五項主題，各有兩項次主題。二、主題一：身兼二職，其次主題有：雙重角色、工作時間。此因素影響F教師選擇擔任導師，其次為專任輔導教師。三、主題二：獲得回饋，其次主題有：自輔導個案中獲得回饋、自班級經營中獲得回饋。自輔導個案中獲得回饋影響H、E教師在職涯上欲選擇專任輔導教師，自班級經營中獲得回饋影響F、G教師在職涯上欲選擇導師一職。四、主題三：制度文化，其次主題有：校內制度、各校差異。校內制度影響B、C教師無法擔任兼任輔導教師，各校差異降低G教師續任意願。五、主題四：個人省思，其次主題有：輔導工作的重要性、行政工作的領悟。輔導工作的重要性影響B、C教師較願意續任兼任輔導教師，行政工作的領悟影響E和H教師欲轉任專任輔導教師。六、主題五：工作環境，其次主題有：正向工作環境、負向工作環境。此主題影響投入專、兼任輔導工作之程度。七、加註輔導專長教師證書具有三項正面影響：1.選擇、專任專輔職務之可能。2.建立教師專業度、提升專業能力。3.超額與否之優勢。八、加註輔導專長教師證書具有四項負面影響：1.證書於校內積分職務選填制度中無益。2.職涯選擇受限。3.質疑專業度。4.輔導工作樣貌不明。

關鍵字

輔導專長；教學經歷；初任兼任輔導教師

並列摘要

A qualitative approach was adopted in this study. Based on purposive sampling, this study selected novice counseling specialty teachers in Hsinchu City of a certain year to form the sample population. Using a self-developed questionnaire, this study collected data from eight of these counselors. Later, in-depth interviews were conducted to investigate the counseling experiences of three of them. After the interview, this study applied phenomenology as the methodology to analyze the data collected from each participant. The results were summarized as follows: 1. The factors affecting these novice counseling specialty teachers’ future career choice can be classified into five themes, each having two sub-themes. 2. Theme 1: Two professional roles. The sub-themes include duo roles and work time. This factor affected teacher F to choose to be a homeroom teacher and take full-time counselor as the second option. 3. Theme 2: Feedbacks. The sub-themes include gaining feedbacks from clients and gaining feedbacks from class management. The former factor affected teacher H and teacher E to opt for full-time counselor, while the latter factor influenced teacher F and teacher G to choose to be a homeroom teacher. 4. Theme 3: Institutional culture. The sub-themes include school system and inter-school differences. Due to certain limitations in the school system, teacher B and teacher C were unable to become a part-time counselor. Inter-school differences have reduced teacher G’s intention to stay in the current role. 5. Theme 4: Personal reflections. The sub-themes include the importance of counseling and insights gained from administrative tasks. The importance of counseling has affected teacher B and teacher C to have higher willingness to stay in the current role, while insights gained from administrative tasks have affected teacher E and teacher H to seek transfer to be a full-time counselor. 6. Theme 5: Work environment. The sub-themes include positive work environment and negative work environment. This theme has an impact on the degree to which the counselors were involved in their part-time or full-time counseling tasks. 7. A teacher’s certificate annotated with counseling specialties has three positive impacts: (1) it provides the possibility to become a full-time specialized counselor, (2) it establishes the professionalism and improves the professional skills of the teacher, and (3) the teacher has an advantage when applicants are in excess of quota. 8. A teacher’s certificate annotated with counseling specialties has four negative impacts: (1) it provides no merit in the position selection system of the school, (2) the career choice may be limited, (3) professionalism may be doubted, and (4) it does not provide a clear picture of counseling tasks.