题名

臺灣的國中輔導工作屬性與輔導教師專業認同：在不確定性與低能見度中自我協商

并列篇名

Guidance Teachers' Professional Identity in Junior High School in Taiwan: Negotiating With Oneself in Uncertainty and Invisibility

DOI

10.6925/SCJ.202209_18(3).0001

作者

楊巧玲(Chiao-Ling Yang)

关键词

學校輔導工作屬性 ； 國中輔導教師 ； 專業認同 ； 不確定性 ； 低能見度 ； 自我協商 ； 能動性 ； 韌性 ； characteristics of school guidance work ； junior high school guidance teacher ； professional identity ； uncertainty ； invisibility ； self-negotiation ； agency ； resilience

期刊名称

教育研究與發展期刊

卷期/出版年月

18卷3期（2022 / 09 / 30）

页次

1 - 32

内容语文

繁體中文
中文摘要

臺灣的學生輔導工作愈趨法制化、專業化，但實際發展如何？既有相關文獻少見針對輔導教師本身進行研究，本研究立基教師發聲之取徑，以國中輔導教師為主體，由其工作日常共同探索對專業之認同及其變化，以期深入理解國中輔導工作以及輔導教師專業認同。本研究採建制民族誌訪談蒐集資料，以立意加滾雪球徵得19位任職五年以上研究參與者。研究結果發現，國中輔導工作具不確定性與低能見度，前者包括：（一）分級不易，顧此失彼；（二）包山包海，難以劃界；（三）突發臨案，無法預期；後者包括：（一）鮮為人知，常被誤解；（二）成效緩慢，標準難定；（三）向內自省，對外證明。輔導教師專業認同則是動態發展的過程，輔導教師一方面透過主動出擊，超越結構的脆弱性，善用所長，在系統中分工合作，展現能動性與韌性；一方面藉由堅定信念，肯認工作的意義感，自我照顧，釐清內在生命議題，面對自我善加照護。本研究最後針對輔導工作法制化與專業化的持續努力及其兩難、國中輔導教師專業認同的動態協商與自我定位進行討論，建議教育當局以及師培機構重視系統性的思考與行動以期穿透弔詭與困境，正視國中輔導教師的健康福祉及其韌性的強化。
英文摘要

In Taiwan, students' guidance work has been formalized and professionalized; however, the real situation remains uncertain. This study investigated students' guidance work and guidance teachers' professional identity in junior high school. An institutional ethnographic interview was adopted, and 19 teachers with experience of more than 5 years were recruited using both purposive and snowball sampling. The results indicated that junior high school guidance work exhibits uncertainty and invisibility. Uncertainty was indicated by the following findings: (1) the implementation of tertiary prevention is challenging; (2) the work is all-encompassing, and it is difficult to draw the boundary; and (3) guidance work entails emergency handling. Invisibility was indicated by the following findings: (1) teachers' guidance work is unknown and misunderstood; (2) the effect of teachers' guidance work is slow, and the evaluation criteria are vague; and (3) the tendency to self-reflect inward and prove outward leads to more invisibility. The development of guidance teachers' professional identity is a dynamic process. Guidance teachers exhibit agency and resilience by being proactive to overcome structural vulnerability and work one's magic to cooperate in the system. Moreover, they face themselves honestly by strengthening their belief in the value of their work and caring for themselves to clarify their life issues. This study highlights the following: (1) the formalization and professionalization of guidance work and its dilemma, and (2) the dynamic negotiation and self-positioning of guidance teachers' professional identity. The educational authorities and teacher education institutions should stress systematic thinking and action to penetrate obstacles; moreover, they should care for the health and well-being of junior high school guidance teachers and strengthen their resilience.
主题分类 社會科學 > 教育學
参考文献
  1. 王川玉、葉一舵（2017）。臺灣學校輔導工作的新進展及其關鍵事件。學生事務與輔導，56（2），13-27。https://doi.org/10.6506/SAGC.2017.5602.03
    連結：
  2. 田秀蘭、盧鴻文（2018）。我國國民中學輔導工作 50 年的回顧與展望。教育研究集刊，64（4），77-106。https://doi.org/10.3966/102887082018126404004
    連結：
  3. 江守峻、陳婉真、陳羽柔、洪逸珊、彭秀玲（2020）。與心理師跨專業合作在輔導教師角色壓力與工作滿意度的中介角色。中華輔導與諮商學報，57，121-148。https://doi.org/10.3966/172851862020010057005
    連結：
  4. 宋宥賢、林顯明（2016）。國中專任輔導教師制度之角色職責定位探究：困境與因應策略。國立臺中科技大學通識教育學報，5，107-138。https://doi.org/10.7052/JGE.201612_(5).0005
    連結：
  5. 台灣輔導與諮商學會（2017，8 月 1 日）。學生輔導政策聲明（完整版）。http://ltr.guidance.org.tw/ckfiles/files/%E8%90%BD%E5%AF%A6%E5%AD%B8%E7%94%9F%E8%BC%94%E5%B0%8E%E6%B3%95%E5%81%A5%E5%85%A8%E5%AD%B8%E7%94%9F%E8%BC%94%E5%B0%8E%E6%94%BF%E7%AD%96_%E5%AE%8C%E6%95%B4%E7%89%881060801.pdf
  6. 台灣輔導與諮商學會（無日期）。台灣輔導與諮商學會簡介。http://www.guidance.org.tw/intro.html
  7. 立法院（2014，10 月 24 日）。學生輔導法草案─完成三讀─。立法院公報，103（65），382-466。
  8. 何金針、陳秉華（2007）。臺灣學校輔導人員專業化之研究。稻江學報，2（2），166-183。
  9. 余孟紋（2015）。國民中學專任輔導教師工作壓力及其因應策略之研究（碩士論文，暨南國際大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/tk2383
  10. 吳昭儀（2013）。國民中學輔導教師之議題。諮商與輔導，329，20-24。
  11. 吳昭儀（2014）。國民中學輔導工作實施之個人省思。諮商與輔導，337，2-3。
  12. 吳盈慧（2015）。國中專任輔導教師專業承諾與工作滿意度之研究（碩士論文，國立彰化師範大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/h9z2r4
  13. 宋宥賢（2016）。臺灣校園專任輔導教師角色職責構建與專業定位促進之探究。新社會政策，46，115-124。
  14. 林育鑫（2014）。新制國中專任輔導教師工作壓力與社會支持之探究（碩士論文，東海大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/69rqg3
  15. 林淑華、吳芝儀（2017）。美國學校輔導諮商發展史及對臺灣學校輔導工作之啟示。輔導季刊，53（2），48-59。
  16. 林雅惠（2015）國中輔導教師角色壓力、工作滿意與專業承諾關係之研究（碩士論文，國立臺中教育大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/sd7shj
  17. 洪昇標（2016）。雲林縣國中專任輔導教師與專業輔導人員間角色期待之研究（碩士論文，國立嘉義大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/w6zrj8
  18. 范麗娟（2004）。深度訪談。載於謝臥龍（主編），質性研究（頁 83-126）。心理。
  19. 張芬芬（2010）。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。
  20. 張麗鳳（2015，8 月 16 日）。關於協會（成立緣起）（陳惠雯，修訂）。臺灣輔導教師協會。https://www.rocgta.org.tw/cheng-li-yuan-qi_1/%E6%88%90%E7%AB%8B%E6%BA%90%E8%B5%B7
  21. 教育部（2016）。國民中小學教師授課節數訂定基準。https://edu.law.moe.gov.tw/LawContent.aspx?id=FL027214
  22. 教育部學生事務及特殊教育司（2014，10 月 28 日）。立法院三讀通過「學生輔導法」。https://depart.moe.edu.tw/ED2800/News_Content.aspx?n=9C2F51A0AD31862F&sms=EA52AE3CDCB7AE20&s=03EBEB21DD9F937A
  23. 許育光（2013）。國小輔導教師實務內涵初探：從困境與期待分析進行對話。中華輔導與諮商學報，38，57-89。
  24. 郭英傑（2008）。國中輔導教師專業角色認同困境與因應之研究（碩士論文，臺北教育大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/e59e6z
  25. 陳志賢、徐西森（2016）。落實《學生輔導法》之輔導評鑑指標探究。教育研究月刊，264，21-36。https://doi.org/10.3966/168063602016040264002
  26. 陳怡君（2019）。我國學校輔導工作沿革、工作內涵與困境之探討。教育研究論壇，10（2），1-19。
  27. 陳雅芳（2010）。臺北縣國民中學輔導教師角色壓力與專業承諾關係之研究（碩士論文，淡江大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/sd7shj
  28. 溫晴芳（2020）。新北市國中專輔教師的自我照顧經驗之研究（碩士論文，國立臺北教育大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/bx42u8
  29. 黃杏宜（2019）。反身而解困：一個國中輔導教師尋回專業認同的行動研究（碩士論文，佛光大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/n9psbu
  30. 彰化縣政府（無日期）。彰化縣國民中小學輔導教師工作規範要點。https://www.newboe.chc.edu.tw/open_files_download/&6&14&89&2714
  31. 監察院（2021，8 月 7 日）。糾正案文。https://www.cy.gov.tw/CyBsBoxContent.aspx?n=134&s=17575
  32. 鄭純琪（2016）。高中職輔導教師兼具諮商心理師證照之專業認同經驗探究（碩士論文，國立彰化師範大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/a85fb2
  33. 盧怡孜（2017）。中部國民中學專任輔導教師工作滿意度與轉任傾向之研究（碩士論文，國立臺中教育大學）。臺灣碩博士論文知識加值系統。https://hdl.handle.net/11296/3fdy8n
  34. Acker, S. (1996). Gender and teachers’ work. Review of Research in Education, 21, 99-162. https://doi.org/10.2307/1167280
  35. Alsup, J. (2018). Teacher identity discourse as identity growth: Stories of authority and vulnerability. In P. Schutz, J. Hong, & D. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 13-23). Springer. https://doi.org/10.1007/978-3-319-93836-3_2
  36. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
  37. Campbell, M., & Gregor, F. (2004). Mapping social relations: A primer in doing institutional ethnography. AltaMira
  38. Cinotti, D. (2014). Competing professional identity models in school counseling: A historical perspective and commentary. The Professional Counselor, 4(5), 417-425. https://doi.org/10.15241/dc.4.5.417
  39. Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 61-70). Springer. https://doi.org/10.1007/978-3-319-93836-3_6
  40. Gardner, D. P., Larsen, Y. W., Backer, W. O., Campbell, A., Crosby, E. A., Foster, C. A. Jr., Francis, N. C., Giamatti, A. B., Gordon, S., Haderlein, R. V., Holton, G., Kirk, A. Y., Marston, M. S., Quie, A. H., Sanchez, F. D. Jr., Seaborg, G. T., Sommer, J., & Wallace, R. (1983). A nation at risk: The imperative for educational reform. National Commission on Excellence in Education.
  41. Gibson, D. M., Dooley, B. A., Kelehner, V. P., Moss, J. M., & Vacchio, C. B. (2012). From counselor-in-training to professional school counselor: Understanding professional identity development. Journal of Professional Counseling: Practice, Theory, and Research, 39(1), 17-25. https://doi.org/10.1080/15566382.2012.12033879
  42. Gysbers, N. C. (1990). Comprehensive guidance programs that work. ERIC Counseling and Personnel Services Clearinghouse.
  43. Gysbers, N. C., & Henderson, P. (2001). Comprehensive guidance and counseling programs: A rich history and a bright future. Professional School Counseling, 4(4), 246-256.
  44. Hanna, F., Oostdam, R., Severiens, S., & Zijlstra, B. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. https://doi.org/10.1016/j.edurev.2019.01.003
  45. Hong, J., Francis, D. C., & Schutz, P. A. (2018). Research on teacher identity: common themes, implications, and future directions. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 243-251). Springer.
  46. Johnson, L. S. (2000). Promoting professional identity in an era of educational reform. Professional School Counseling, 4(1), 31-40.
  47. Kaplan, A., & Garner, J. K. (2018). Teacher identity and motivation: The dynamic systems model of role identity. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 71-82). Springer
  48. Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
  49. Lambie, G., & Williamson, L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 8(2), 124-131.
  50. Lewis, J., & Nicholls, C. M. (2003). Design issues. In J. Ritchie, J. Lewis, C. M. Nicholls, & R. Ormston (Eds.), Qualitative research practice: A guide for social science students and researchers (pp. 47-76). Sage.
  51. Maxwell, J. (2002). Understanding and validity in qualitative research. In A. M. Huberman & M. B Miles (Eds.), The qualitative researcher’s companion (pp. 37-64). Sage.
  52. Mellin, E. A., Hunt, B., & Nichols, L. M. (2011). Counselor professional identity: Findings and implications for counseling and interprofessional collaboration. Journal of Counseling & Development, 89(2), 140-147. https://doi.org/10.1002/j.1556-6678.2011.tb00071.x
  53. Merriam, S. B. (2002a). Introduction to qualitative research. In S. B. Merriam & R. S. Grenier (Eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 3-17). Jossey-Bass.
  54. Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching: Theory and Practice, 17(5), 517-528. https://doi.org/10.1080/13540602.2011.602059
  55. Ritchie, J., Lewis, J., Elam, G., Tennant, S, & Rahim, N. (2003). Designing and selecting samples. In J. Ritchie, J. Lewis, C. M. Nicholls, & R. Ormston (Eds.), Qualitative research practice: A guide for social science students and researchers (pp. 77-108). Sage.
  56. Ruohotie-Lyhty, M. (2018). Identity-agency in progress: teachers authoring their identities. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 25-36). Springer.
  57. Schutz, P. A., Francis, D. C., & Hong, J. (2018). Research on teacher identity: Introduction to mapping challenges and innovations. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 3-11). Springer.
  58. Spurgeon, S. (2012). Counselor identity: A national imperative. Journal of Professional Counseling: Practice, Theory, and Research, 39(1), 3-16. https://doi.org/10.1080/15566382.2012.12033878
  59. Surmiak, A. (2018). Confidentiality in qualitative research involving vulnerable participants: Researchers’ perspectives. Forum: Qualitative Social Research, 19(3), Article 12. http://doi.org/10.17169/fqs-19.3.3099
被引用次数
  1. (2024)。不安的年代～基層輔導教師角色定位與專業認同的流變（九）。諮商與輔導，466，37-40。
  2. (2024)。不安的年代～基層輔導教師角色定位與專業認同的流變（七）。諮商與輔導，464，32-36。
  3. (2024)。課程改革下高中體育教師之專業認同。大專體育學刊，26(2)，157-177。
print cancel