期刊專區/ Periodical Section

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

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

所屬期刊：	第18卷第3期 主編：國立政治大學教育學院教授 郭昭佑
系統編號：	vol070_01
主題：	測驗與評量
出版年份：	2022
作者：	楊巧玲
作者(英文)：	Chiao-Ling Yang
論文名稱：	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
論文名稱(英文)：	Guidance Teachers’ Professional Identity in Junior High School in Taiwan: Negotiating With Oneself in Uncertainty and Invisibility
共同作者：
最高學歷：
校院名稱：	國立高雄師範大學教育學系教授
系所名稱：
語文別：	中文
論文頁數：	32
中文關鍵字：	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
英文關鍵字：	characteristics of school guidance work；junior high school guidance teacher；professional identity；uncertainty；invisibility；self-negotiation；agency；resilience
服務單位：	國立高雄師範大學教育學系教授
稿件字數：	22574
作者專長：
投稿日期：	2022/03/05
論文下載：
摘要(中文)：	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。
摘要(英文)：	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.
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