醫院床邊巡迴教師於癌症病童教學之跨領域合作與專業認同經驗

Bedside Itinerant Teachers' Experience in Interdisciplinary Collaboration and Their Professional Identity

為重症學童的受教權，特教老師踏入醫院，成為床邊教師，也成為教育與醫療合作的橋接者。因橫跨不同專業，床邊教師需面對異於學校的挑戰，也影響專業認同。本研究目的為理解床邊教師在此跨領域合作的經驗及其專業認同發展。研究採質性研究，共邀請9位床邊教師，進行1－3次、每次1－2小時的深度訪談，以歸納式質性內容分析進行文本分析。結果顯示跨領域合作經驗面臨四項挑戰：（1）跨越專業的疆界，彼此面對無法預知的變動，而經歷相互摸索與適應；（2）跨越教育的疆界，難以依循傳統教學型態與親師生關係，而需重新建構；（3）親臨生死的疆界，衝擊教師角色定位與人性情感；（4）跨出領域，使床邊教師無法依循既有專業領域建構自身定位。為此，床邊教師：（1）在變動混亂中，反思教育本質，而跨越原有角色框架，重啟非角色化的人性連結；（2）奠基於人性連結，床邊教師轉化混亂為創造，重構專業定位。本研究提供專業者於跨領域合作的經驗歷程，以及在跨領域合作的環境中，專業認同的變動與建構，並提出跨領域合作的專業認同發展架構與反思專業界線與權力，做為未來研究發展與實務參考。

In order to protect the right to education for children with severe diseases, special education teachers have stepped into the hospitals to become hospital bedside itinerant teachers and have served as the bridge between education and healthcare professions. The job of bedside teachers differs from that of school teachers in that it spanned two different professional fields, which in turn affects the perception of professional identity. This study attempts to understand the interdisciplinary collaborative experience of bedside teachers and their professional identity. This study adopts the qualitative research approach. After acquiring consent from the institution, nine bedside itinerant teachers were recruited. One to two-hour in-depth semi-structured interviews were conducted one to three times for each subject. Inductive content qualitative analysis was used to further understand the bedside teaching experience. The challenges in interdisciplinary collaboration were found: (1) interdisciplinary collaboration requires mutual exploration; (2) teaching in the hospital requires reshaping of pedagogical structure; (3) struggling with facing life and death issues; (4) crossing fields challenges the perception of professional identity. With these challenges, the bedside teachers' experiences of identity were: (1) using self as research material to decipher chaos; (2) regrouping and re-fusion of identity. Based on the results, issues surrounding interdisciplinary collaboration and professional identity were discussed and recommendations were proposed.