師資培育臨床輔導教師之反思性實踐與臨床推理之研究

Analysis of How Teachers’ Training Program Cultivate Clinical Counseling Teachers’ Reflective Teaching Practices and Clinical Reasoning

本研究係基於現階段師資培育產生「實踐導向的轉變」，將臨床實踐視為師資培育的核心，提供師資培育大學和中小學更多臨床實踐經驗，足見強化師資生的臨床實踐能力之必要性。臨床實踐型師資培育乃是以中小學教學現場為學習經驗的重心，重新整合師資培育大學與現場中小學夥伴關係。故本研究從現況進行分析，以瞭解在實際教學現場的情境背景之下，臨床輔導教師的反思實踐內容與臨床推理形成的歷程。本研究以臺中市二所國民小學之臨床輔導教師為研究對象，運用文獻分析法及訪談法進行研究。研究結果顯示：一、臨床輔導教師的反思性實踐知識係在教學行動中形成；二、臨床輔導教師的臨床推理在交流反思與批判反省中形成；三、反思性實踐醞釀批判性思考，進而形成臨床推理；四、增加臨床輔導教師反思性實踐知識的方式有：（一）同同事對話可建構教師之教學反思性實踐知識、（二）同素材對話可增加教師之教學反思性實踐知識、（三）實踐過程中的即興思考可增加教師實踐性經驗。本研究結果可作為未來推動臨床實踐型師資培育政策之參考。 This Thesis, based on a “practical-oriented transition” in the current teacher education program, saw clinical practical skills as the core element of the program. In the transition, much more clinical practical experience was offered by universities, middle and elementary schools with teacher education programs, which suggested that such practical skills are essential for student teachers. The clinical-experimental-based teacher education program not only emphasized very much on the actual site inside middle and elementary schools but also re-constructed the partnership between universities and middle and elementary schools. As such, this Thesis contextualized the current situation and unfolded how clinical counseling teachers cultivate their reflective teaching practices and clinical reasoning on actual sites in schools. The subjects of this Thesis were clinical counseling teachers from two elementary schools in Taichung City while certain methodologies such as literature review, interview survey was adopted. The result showed that: 1. The teachers' reflective and practical knowledge consisted of their teaching practices; 2. The teachers' clinical reasoning was formed in the process of interaction, reflection, and critical self-examination; 3. The teachers capitalized on critical thinking to conduct clinical reasoning; 4. There were some suggested techniques to enhance the teachers' reflective practical knowledge: (i) exchanging ideas with the same colleague could help construct the reflective knowledge; (ii) exchanging ideas by focusing on the same material was beneficial to the teachers' reflective knowledge in teaching; (iii) improvised thinking during the actual practice would improve the teachers' practical experience. The result of Thesis could contribute to the future policy regarding clinical-practice-based teacher program as a reference.