核心素養導向之輔導教師培育：後現代教育學之初探與實作

Competency-oriented Guidance Counselor Training: Exploration and Practice of Postmodern Pedagogy

本文聚焦中等教育輔導教師培育，呼應108課綱核心素養導向，以後現代教育學為主軸，提出回應核心素養導向之輔導教師培育模式。意即，提出未來輔導教師應具備哪些專業知能以引領學生學習，藉以培育其核心素養，而師資培育端之輔導教師訓練者，應如何裝備教學以儲備輔導教師之專業知能之建構初探。筆者先以三大核心素養面向為基礎，提出對應「自主行動、溝通互動、社會參與」之輔導教師專業知能為「主體思考、對話連結、服務倡議」，筆者認為延伸此對應至師資培育端之教育訓練則為「在地發聲、反思互動、人權關懷」。本文提出後現代教育學應用於輔導教師培育之概念圖，以關係為核心基礎，涵蓋「對話、反思、建構、知識」四面向，並以「輔導原理與實務」課程為例，以說明筆者運用後現代教育學四面向進行課程規劃與教學。

The paper focuses on training for guidance counselors of the secondary education system in Taiwan. Given the core competency of the Curriculum Guidelines of 12-Year Basic Education, this article proposed a postmodern pedagogy to apply guidance for counselors-in-training training to equip them with professional competencies to work with the students with learning context directed by the Curriculum Guidelines. When reflecting on education for guidance counselors-in-training who will work with students receiving education led by the Guidelines, the teachers or counseling educators also need to think how to teach and equip guidance counselors-in-training the professional competency. Firstly, based on the core competency of the Guidelines, “Spontaneity, Communication and Interactions, and Social Participation”, guidance counselors' professional competency correspondingly could be “Independently Thinking, Communication, and Advocacy.” Furthermore, the professional training dimensions are proposed to be “Local Voicing, Conversation and Connection, and Concerns for Human Rights.” The study proposed a postmodern pedagogy to apply in counselor education and training, based on “Relationship” and includes four dimensions: “Dialogue, Reflexivity, Construction, and Knowledge.” Finally, the study discussed a case study on applying the postmodern pedagogy into the course of Guidance Principal and Practice.