轉化式教練社會實踐模型之教學行動研究

A Teaching Action Research on the Transformative Coaching for Social Practice Model

本研究針對當代大學教育面臨的師生雙重困境─學生數位化孤立、低學習動機與教師職業倦怠，提出「轉化式教練社會實踐模型」（Transformative Coaching for Social Practice Model，TCSP Model）。研究模型整合教練心態、自我決定理論與轉化學習理論，形成「關係基礎-->動機激發-->認知轉化」的三階段遞進系統。研究以大一「管理學」課程為場域，透過「看見永續」專案，引導學生將格外品農產品與外來入侵種轉化為蒸餾水果酒，實踐完整管理循環。
研究採用教學行動研究法，歷經兩學期（2023-2024），共48名學生參與，資料蒐集包括1728筆反思紀錄、16名深度訪談、專案文件及教師反思日誌，經主題分析追蹤轉化軌跡。
研究發現：（一）教師教練技巧展現能創造師生心理安全空間，解構傳統權威關係；（二）教學設計滿足自主性（OGSM賦權決策）、勝任感（漸進挑戰與競賽肯定）與關聯感（社群支持），激發學生內在動機；（三）學生於社會實踐中經歷困境體驗（認知失調）、批判反思（質疑權力結構）與商業觀點轉化（從「利潤最大化」轉向「解決社會問題」），展現轉化行為主動參與國家環境部競賽獲獎；（四）教師自身亦經歷信念重構、實踐調整與自我認同轉化，重獲教學意義感。
研究模型補足轉化學習的支持機制缺口、拓展SDT理論深度、深化教練心態基礎，實現師生賦能。

This study addresses the dual challenges in contemporary university education—students’digital isolation and low learning motivation, alongside teachers’occupational burnout,by proposing the Transformative Coaching for Social Practice Model (TCSP Model). The model integrates coaching mindset, self-determination theory (SDT), and transformative learning theory, forming a three-stage progressive system: relationship foundation motivation activation cognitive transformation. Implemented in a freshman management course, the“Envision Sustainability”project guided students to transform imperfect agricultural produce and invasive species into distilled fruit wines, practicing a complete management cycle.
Employing teaching action research over two semesters (2023-2024) with 48 participating students, data collection included 1,728 reflection records, 16 in-depth interviews, project documents, and teacher journals. Thematic analysis was used to track transformation trajectories.
Research Findings: (1) Teachers’coaching techniques create psychological safety between teachers and students, deconstructing traditional authority relationships; (2) Instructional design fulfills autonomy (Empowered decision-making), competence (progressive challenges and competition affirmation), and relatedness (community support), sparking students’intrinsic motivation; (3) Students experience disorienting dilemmas (cognitive dissonance), critical reflection (questioning power structures), and perspective transformation in enterprise management views (shifting from“profit maximization”to“solving social issues”), demonstrating transformative behaviors by proactively participating in a national environmental competition and winning awards; (4) Teachers themselves undergo belief reconstruction, practice adjustment, and identity transformation, regaining a sense of teaching fulfillment.
The model bridges gaps in supportive mechanisms for transformative learning, extends the depth of SDT, deepens the teacher foundation of coaching mindset, and achieves empowerment for both teachers and students.