國小特殊教育教學輔導教師參與初任教師導入方案之研究

Abstract

特教領域中，教學輔導教師在導入輔導方案中是靈魂人物，但以他們為焦點的研究數量偏少。可謂，在研究中教學輔導教師往往是配角。本研究旨在探究教學輔導教師投入導入輔導的動機以及信念，透過教學輔導教師的觀點，理解他們與初任教師的互動關係，並聚焦在教學輔導教師在導入輔導歷程中的專業成長以及需求。本研究採質性研究法，藉由訪談、觀察以及研究札記等資料，形成教學輔導教師在參與導入輔導方案中的立體面貌，本研究結論與建議如下：壹、導入輔導方案的運作-教學輔導教師層面 教學輔導教師除了具有支持性及專業性角色外，他們同時也是一名「資源網絡連結者」，協助初任教師形成社群網絡來建立關係。在導入輔導的歷程中，教學輔導教師協助初任教師整合理論與實務，以發展問題解決策略。以制度層面而言，教學輔導教師的成員固定且為數過少，如透過培訓提高教學輔導教師的數量，較能夠舒緩導入輔導吃重的量能。

貳、導入輔導方案的歷程-教學輔導教師與初任教師之間 在導入輔導的歷程中，雙方關係的型態初期-關係建立期，以支持性為主；中期為實質輔導期，雙方關係型態有多元的發展，包含「單向指導型」、「互動熱絡型」以及「平淡疏離型」；後期雙方關係將轉變成亦師亦友的狀態。此外，教學輔導教師與初任教師對導入輔導方案產生共識，則能幫助導入輔導運作過程更為順利。

參、教學輔導教師的動力、信念與專業成長 教學輔導教師間的同儕團體動力，有助於他們加入並且長期投入於導入輔導方案中。而支撐他們持續投入導入輔導的歷程，其信念源自於導入輔導確實能夠提供初任教師支持，並且幫助特教學生有更好的學習品質。此外，教學輔導教師在導入輔導歷程中並非單向付出，而是在教學相長中有專業的成長，同時也有精進成長的需求。Mentor teachers are often considered key person in beginning teachers induction programs. However, in research on the induction programs, they are often portrayed as supporting roles. This study aimed to explore the mentor teacers’ motivation and belief. From the perspective of mentor teachers, understanding the interaction interac-tive relationship between mentor teachers and beginning teachers, as well as their challenges, professional growth, and needs throughout the induction process. This study adopted a qualitative research methodology. By utilizing interviews, observations, and research notes, among other data sources, contribute to a rich and multifaceted understanding of the mentor teachers' role in the beginning induction programs.

a、 The operation of implementing counseling pro-grams-mentor teachers’ aspect. Apart from having supportive and professional roles, mentor teachers were also serve as "resource network connectors." They assisted be-ginning teachers in forming a community network to establish rela-tionships. In induction process, mentor teachers assisted beginning teaches integrate theory and practice to develop problem-solving strategies. In terms of operational aspects, mentor teachers were fixed and their numbers were too few. By increasing the number of in-structional mentor teachers through training, the burden of imple-menting counseling can be alleviated more effectively.b、 The progress of implementing counseling programs- men-tor teachers and beginning teachers. In induction process, the initial stage was focus on establishing a supportive relationship. The middle stage involved substantive guid-ance and support. The relationship between both parties undergoes diverse development, including "teaching model", "active and enthu-siastic interaction model", and "dull and distant model". In the later stage, the relationship would transition into a state of being both mentor and friend. Moreover, when mentor teachers and beginning teachers reached a consensus on implementing the mentoring pro-gram, it could greatly facilitate the smooth operation of the mentoring process.c、 Mentor teachers’ motivation, beliefs, and professional growth Peer group dynamics among mentor teachers contributed to their engagement and long-term commitment to the implementation of the mentoring program. Their sustained commitment to the pro-cess of mentoring stems from the belief that mentoring indeed pro-vided support for beginning teachers. And it helped improve the learning quality of special education students. In addition, mentor teachers did not merely provide one-sided supportin the mentoring process. They also experienced professional growth through the mu-tual learning and, at the same time, had a desire for continuous improvement.