教師專業成長經驗性團體發展的紮根探究與發現

Grounded Exploring and Finding in Experienced-group of Teacher Professional Development

許育齡(Yu-Ling Hsu)

《中華團體心理治療》 16卷3期 (2010/09) Pp. 5-23

https://doi.org/10.30060/CGP.201009.0002

摘要

本研究整理六個教師專業成長經驗性團體實料的實地觀察與訪談資料，並運用紮根探究與分析方法進行資料分析。本研究的研究目的，在提供團體促動者一個可供解讀經驗性團體的理解架構，同時，亦提供團體成員一個反思與再精進的討論框架。本研究結果發現，團體成員從進入團體開始，帶著「個人系統」參與團體，進而發展出成員關係與系統，而後，團體成員系統在團體中持續發展，形成團體中的角色定型，未被辨認與處理的角色定型發展，可能形成團體發展的瓶頸或衝突，進而發展出特定的團體隱喻，成為團體成員共同認知的團體文化。最後，並針對研究結果，提出六項未來持續建構經驗性團體發展分析架構的建議，以提供理論與實務精進之參考。

關鍵字

經驗團體 ； 紮根分析 ； 個人系統 ； 團體隱喻

並列摘要

The study accumulated the six experienced group date of teacher's professional development which are practical observed and interviewed date. We analyzed the date using the grounded exploration and analysis. The purpose of this study is to establish a framework which not only can help the group facilitator to understand the phenomenon of group development but also offer the group members reflecting the experiences in group. The study reveals that group members participated in a group with ”personal system”, and then developed the relationships of ”member system”. Indeed, the relationship of the member system further formed ”group role system”. Once the ”group role system” was established, the group dynamic will fall into a pattern, and the bottleneck or conflict were emerged from the pattern. Actually, the pattern shows the metaphor or culture of the group. Finally, the study proposed six suggestions to improve the establishing of analysis framework for experienced groups and it can be used as reference in theories and practice.

並列關鍵字

Experienced Group ； Grounded Analysis ； Personal System ； Group Metaphor