體驗區
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| 篇名 |
一位國幼班巡迴輔導員與受輔教師共構之輔導經驗
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| 並列篇名 |
A K-classes Itinerant Teacher and Preschool Teachers Co-constructed the Counseling Process in Remote Areas and Offshore Islands
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| 作者 |
劉詠欣
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| 中文摘要 |
研究者在國幼班任教幾年後，轉任專任巡迴輔導員角色，從受輔到輔導他人，與現場教師共同的工作經驗，更能同理教師及教學現場需求。本研究為研究者透過訪談受輔教師，瞭解輔導過程中受輔教師的經驗與感受，藉輔導與受輔間共築之歷程經驗，作為研究者檢視過去、調整未來的參考，也是支持輔導歷程的正向能量。本研究採開放性問卷及個別訪談方式，邀請臺東縣部分國幼班教保服務人員回顧輔導歷程中的期待、困境、經驗，並提出對於國幼班輔導機制的感受與建議。有別於其他輔導計畫由專家指導、教學精進為主要訴求的特徵，國幼班輔導透過類同儕的巡輔員執行輔導，關注的是幼兒園各方面的需求，並協助學校排除諸多非教學類的困境。研究結果有兩項發現，第一，國幼班輔導建立偏遠地區幼兒園與行政主管機關橫向與縱向的連結，體現理解與關懷的理念；第二，國幼班輔導工作的推行流暢，是建立在巡輔員與受輔教師「信任」與「共好」信念之下。最後，提出對國幼班輔導計畫調整的建議。本研究紀錄的輔導歷程，能讓偏鄉地區幼兒園輔導工作的重要性被看見，並能作為國幼班輔導計畫未來執行方向之參考。
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| 英文摘要 |
After several years of teaching in preschool, the researcher transferred to the role of indigenous area and offshore island preschool counselor. From the role change, the shared work experience with the teacher can better empathize with the needs of teachers. This study uses questionnaires and interviews to understand teachers’ experiences and feelings in the “Indigenous area and offshore island preschool programs”. The counseling process constructed by the counselor and the teacher is used as a reference for review and correction. This research collected open-ended questionnaires and individual interviews, invite some teachers who serve in the indigenous area and offshore island preschool of Taitung to review the expectations, difficulties, and experience in the counseling process. And put forward feelings and suggestions about the counseling mechanism of “Indigenous Area and Offshore Island Preschool Programs”. It is different from other tutoring programs that are guided by experts and are based on diligent teaching. The Indigenous Area and Offshore Island Preschool Programs is carried out through the K-classes itinerant teacher in remote areas and offshore islands, focusing on the needs of all aspects of the kindergarten. The results of this study have two findings. First, Indigenous Area and Offshore Island Preschool Programs establishes a horizontal and vertical connection between kindergartens in remote areas and administrative authorities. Second, the smooth implementation of the work is based on the belief of "trust" and "shared" between the itinerant teacher and the on-site teacher. Finally, from the counseling experience, suggestions on the adjustment of On-site Visit and Facilitation Project for Indigenous Area and Offshore Island Preschool Programs. This study can make the importance of the Indigenous Area and Offshore Island Preschool Programs be seen, and serve as a reference for the future implementation direction.
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| 頁次 |
049-061
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| 關鍵詞 |
國民教育幼兒班
、支持性輔導
、輔導歷程
、Indigenous Area and Offshore Island Preschool Programs
、supportive counseling
、counseling process
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| 卷期 |
331
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| 日期 |
202107
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| 刊名 |
幼兒教育
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| 出版單位 |
中國幼稚教育學會
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