專業成長影響生涯發展之研究－以大專校院資源教室輔導員個案敘述為例

Impact of Professional Growth on Career Development: A Narrative Case Study of a College Resource Center Consultant

10.6423/HHHC.202101_(131).0004

洪子琪(Tzu-Chi Hung)

資源教室輔導員 ； 專業成長 ； 生涯發展 ； 個案研究 ； Special education consultant ； Professional growth ； Career development ； Narrative research

學校行政

131期（2021 / 01 / 16）

75 - 89

繁體中文

本文旨在瞭解大專校院資源教室輔導員在持續專業成長的提昇，在專業學習成長過程中生涯的發展及如何提供輔導專業工作的推動策略。大專校院資源教室輔導員除了重視一般的專業相關輔導能力外，建議可思考發展在輔導領域的獨特專長，持續培養與人合作，提昇溝通協調，瞭解資源聯結等多元的能力，並視情況能接納及處理輔導行政工作，從多元型態的輔導工作中累積經驗。在投入輔導專業相關領域服務者，應妥善利用實務及學習時間，藉由閱讀、實習、與同儕討論、請教專業督導與相關輔導實務工作者、參與團體或接受個別督導等多種方式，充分瞭解自己的個性、興趣、能力等，也藉此深入瞭解資源教室輔導工作，定期檢視自己對資源教室輔導工作的態度與精進，做為規劃未來生涯學習的參考。從二位大專校院資源教室輔導員的經驗中，可得知相關輔導專業人員不是一日可得，例如資源教室輔導員須經歷相關實務領域的學習與成長，才能對自己的專業與生涯成長歷程中有所瞭解，並對各個面向的自己接納與挑戰，進而對自我生命意義價值的探尋與肯定。如同二位研究參與者的經驗，透過自身輔導的實務經驗，才能引領及輔助特殊需求學生可以在生活、學習、生涯等達到自我實現。

This article aims to report the impact of continuous professional growth of college and university resource center counselors on their career developments and to understand how to provide promotion strategies for their counseling work. In addition to paying attention to routing professional-related tutoring abilities, the college resource center counselor should consider the following activities, such as the development of unique expertise in the field of tutoring, continue to cultivate cooperation with others, improve communication and coordination, understand resource connection and other diversified abilities, accept and handle counseling administrative work, and accumulate experience from multiple types of counseling work. Those who are engaged in professional counseling and related fields should use their practical and learning time effectively, and fully understand themselves through reading, internships, discussions with peers. Also, they can inquiry professional supervisors and related counseling practitioners, participating in groups, or receiving individual supervision. From this self-regulated learning, one can use this to learn more knowledge of resource center tutoring work and regularly review his/her attitude and progress towards a great future career learning. The experiences of two college and university resource center counselors showed that the professional counselor needs a lot of time and effort to be fostered. For example, resource center counselors must experience learning and growth in relevant practical fields to grow in their profession and career. The counselor also needs to have some understandings in the career course, willing accepting and challenging themselves in all aspects, and then exploring and affirming the value of his/her life. Just as the experience of the two study participants, through their own practical experience in counseling, they can lead and assist students with special needs to achieve self-realization in life, in the study, and in the future career.

1. 吳和堂,鍾明翰(2011)。國小實習教師的角色知覺、工作投入與專業成長之因果關係研究。教育心理學報，43(2)，419-438。
   連結：
2. 張媛甯,岳美秀(2012)。臺南市公立幼兒園教師覺知專業成長與教學效能之研究。學校行政，82，70-89。
   連結：
3. 許雅惠(2011)。大專校院資源教室輔導教師工作現況之研究。屏東教育大學學報教育類，37，27-56。
   連結：
4. 趙士瑩(2014)。國民中學兼任行政教師行政專業成長之探討。學校行政雙月刊，92，45-64。
   連結：
5. 劉文通(2010)。建構學校本位教學視導制度──協助教師專業成長。學校行政，69，107-122。
   連結：
6. Barnes, C.(2007).Disability, higher education and the inclusive society.British Journal of Sociology of Education,28(1),135-145.
7. Duck, S.(Ed.)(1988).Handbook of personal relationships: Theory, research and interventions.New York, NY:Wiley.
8. Duke, D. L.(1993).Removing barriers to professional growth.Phi Deltakappan,74(9),702-712.
9. Getzel, E. E.,Wehman, P.(2005).Going to college: expanding opportunities for people with disabilities.Baltimore, MD:Brookes Publishing Company.
10. Ginzberg, E.,Ginzberg, S. W.,Axelrad, S.,Herma, J.(1951).Occupational choice: An approach to a general theory.Ny:Columbia University press.
11. Riessman, C. K.,王勇智（譯）,鄧明宇（譯）(2003).敘說分析.臺北市:五南.
12. Swanson, J. L.,Fouad, N.A.,簡文英（譯）,彭天褔（譯）,李佩珊（譯）,王美玲（譯）,楊雅惠（譯）(2010).生涯理論與實務工作：案例學習.台北市:巨流圖書公司.
13. Taylor, M.(2005).The development of the special educational needs coordinator rolein a higher education setting.Support for Learning,20(1),22-27.
14. Tiedeman, D. V.,Oitara, R. P.(1963).Career development: Choice and adjustment.N.Y.:College Entrance Examination Board.
15. Zunker, V. G.(2002).Career counseling: Applied concepts of life planning.Pacific Grove, CA:Brooks.
16. 吳芝儀(2000).生涯輔導與諮商：理論與實務.台北市:濤石.
17. 林素貞(2014).資源教室方案與經營.台北市:五南.
18. 金樹人(2011).生涯諮商與輔導.臺北:東華.
19. 張春興(2013).教育心理學──三化取向的理論與實踐.台北市:東華書局.
20. 教育部（2019）。教育部補助大專校院招數及輔導身心障礙學生實施要點。台北市：教育部。
21. 教育部（2020）。特殊教育通報網。台北市：教育部。
22. 教育部（2020）。教育部編制表──全國法規資料庫。台北市：教育部。
23. 教育部（2013）。高等教育階段學校特殊教育專責單位設置及人員進用辦法。台北市：教育部。
24. 莊育達(2017)。嘉義市，國立嘉義大學。
25. 陳淨怡(2018)。高雄市，國立高雄師範大學。
26. 廖鳳池,王文秀,田秀蘭(2011).兒童輔導原理.台北市:心理出版社.
27. 齊力（編）,林本炫（編）(2005).質性研究方法與資料分析.嘉義縣:南華大學教育社會研究所.
28. 蔡培村(2000).成人教育與生涯發展.高雄市:麗文文化.
29. 蔡嘉峯(2017)。屏東市，國立屏東大學。