國中導師對於輔導工作的觀點與挑戰：從專業典範差異看導師與輔導老師之跨領域合作

Homeroom Teacher’s Views and Challenges on School Guidance Work: The Collaboration between Homeroom Teachers and School Counselors in the Sight of Professional Paradigm

過去研究在討論學校輔導工作的跨專業合作大多是採用輔導教師的觀點，僅少數研究關注導師的觀點。有鑑於導師在學校輔導工作的主體性與重要性，本研究從導師的觀點探討導師如何在不同專業典範下進行輔導工作、其於輔導工作中的樣貌、以及其與輔導教師的差異等，進而釐清導師觀點與做法對輔導工作、或跨專業合作上可能產生的影響。本研究以目前在國中服務之現職導師為研究對象，進行一對一半結構式訪談，共訪談五位。以紮根理論的資料分析概念進行資料分析，透過逐字稿編碼，由實務工作現場所呈現之資料建構出歸納式結論。研究結果發現：在輔導團隊工作中，導師討論到四個層面：（1）導師與輔導教師之專業角色具有差異，（2）導師覺察學生心目中的雙師樣貌具有差異，（3）導師覺察學生與雙師之關係具有差異，以及（4）導師與輔導教師在輔導工作上各具優劣勢。本研究據此提出結論：導師的專業典範確實與輔導教師大不相同，而且學生在雙師面前的樣貌亦不相同；如何進行事前的釐清與討論，並在學生個案的輔導工作合作上達成共識，將是進行輔導工作前的重要之務。

 

Compared to studies focusing on the views of school counselors, few studies explored the interdisciplinary collaboration in relation to school guidance from the perspective of homeroom teachers. Since homeroom teachers play an important role in school guidance work, From the perspective of homeroom teachers, the study aims to explore how homeroom teachers conduct school guidance work with different professional paradigms, how their guidance practice works, and how different they are between homeroom teachers and counsellors. The intention is in an attempt to clarify how the homeroom teachers’ viewpoint and their practice possibly impact guidance work or interdisciplinary collaboration. In total, five secondary school homeroom teachers were interviewed in a semi-structured method. The interviews were recorded, transcribed, and then further analyzed based on the principles of grounded theory. The results revealed four aspects with respect to interdisciplinary collaboration on school guidance work valued by homeroom teachers, which are summarized as follows: (1) the role differences between homeroom teachers and school counselors in terms of conducting school guidance work; (2) the different manifestation of student clients shown in front of homeroom teachers and school counselors; (3) the differences between student-homeroom teacher and student-counselor relationships; (4) homeroom teachers’ advantages and disadvantages in terms of conducting school guidance work. This study suggests that the homeroom teacher’s professional paradigm is different from that of school counselor, and students behave differently in front of homeroom teachers and school counselors respectively. Accordingly, how to conduct clarification and discussion for the purpose of reaching a consensus on interdisciplinary collaboration is the priority for both homeroom teachers and school counselors before launching school guidance work for student clients.