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從「悶谷」裡創踏出一道「韌徑」:以建教生實習生命故事為例

A Pathway towards Resilience: A Narrative Approach

摘要


本研究以有別過去建教合作之相關研究,企圖以技術生之主體經驗為本,描繪參與輪調式建教合作之實習遭遇,以期望更貼近台灣建教合作制度下實習生的處境與感受。此外,本研究以韌性(resilience)的變項焦點取向(variable-focused approach)作為窺探技術生在實習生命的框架,發現技術生在實習處境中,可能存在的危險因子以及促進其展現韌性獲得適應的資產(asset)及保護因子(protective factor)等關鍵來源。本研究以一位生長於台灣中部、親身參與三年輪調式建教合作制度的技術生為主體,敘說個人在輪調制度下的真實學習歷程。研究者透過次級資料、訪談及觀察等多元方法進行資料收集,並隨後進行逐字謄稿、故事書寫與建構及關鍵因素萃取等分析作業。透過個案故事,發現在建教合作體制中,技術生深受來自於家庭、學校及組織等多層次因素的影響,令技術生彷彿身陷悶谷深淵地在合作體制中無力挪動與適應。然而,技術生透過對工作意義的重新賦予,以及宛如師父(mentor)角色的主管給予正向關係的支持與引導下,逐漸讓他從悶谷裡創踏出一條安放自身的適應韌徑。此外,本研究隱約辨識出教育及實習單位雙方在技術生實習方案思考邏輯不一致的可能性,此亦提供教育單位選擇實習工場之考量。最後,由於技術生多處於青少年發展階段,面對職業系統的困境,最終有待來自家庭、學校及組織單位提供更多正向資源及完善輔導機制等保護因子,才得以降低實習環境的危險因子所帶來的威脅,或提供身陷困境中獲得適應與突破之資源能量。

並列摘要


The researchers adopted an emic approach to investigate the subjective experiences of interns in rotary cooperative education in Taiwan. Using the variable-focused approach as a framework, the researcher explored the potential risks factors and protective factors of resilience as well as its assets for the interns. The narration of the subjects was re-constructed through transcripts of interviews.Result revealed that institutional factors (i.e., family, school, company) may place the subjects into risky situations. Mentor guidance and managers' support may give the subjects a new sense of purpose for everyday work as well as a sense of resilience to get through adversity. In addition, it appears that the conflicts of internship concepts between educational institution and internship providers may cause the undesirable condition for interns.

參考文獻


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