走過蜿蜒，豐美人生~中學特教教師之角色轉換歷程

Abstract

本研究以四位中學特教教師作為研究參與者，採用質性研究中的敘事探究取向，並以深度訪談的方式蒐集資料，以了解特教教師角色轉換歷程，並提供特教教師生涯發展之參考。採取持續比較法，分析並整合資料，以理解特教教師角色轉換的緣由、角色轉換的改變、角色轉換的調適、角色轉換的收穫及角色轉換的想法與建議。本研究主要發現如下： 一、特教教師角色轉換的緣由 歸納為「外在環境與條件」、「個人想法」、「重要他人」和「重要事件」等四個主因，但不代表它們是角色轉換唯一的原因，產生決定的過程中，有很多原因可能並存著，彼此間產生交互作用，使得特教教師做決定前仍要三思而後行。 二、特教教師角色轉換的改變 角色轉換後，特教教師處於生涯重新成長和探索的階段，「教學與輔導的挑戰」、「行政工作的考驗」與「缺乏後勤的支援」，促使他們必須再次培養新角色所需的專業知識與技能；特教教師在這個階段，普遍面臨「身體與心理的衝擊」、「職場人際的壓力」，如何因應與調適也是很重要的課題。 三、特教教師角色轉換的調適 特教教師面對工作的變化，首先可藉由「自己先做好準備」、「善用教學資源」兩種策略迎向挑戰；適應新角色期間，若有「職場上的良師益友」和「家人與伴侶的支持」，將使特教教師以穩定、從容的心情投入工作；工作之餘「從事休閒活動」，也能協助紓解工作壓力；最重要的是，特教教師在此階段要保有「堅定的信念」，進而反求諸己，產生自我調整的能力，終將以不同的觀點改善困境。 四、特教教師角色轉換的收穫 特教教師逐漸了解自己的個性、特質、工作態度與價值觀，進而獲得「重新定義自己價值」的契機；因為角色轉換的改變，促使特教教師不斷學習與進修，「專業能力的精進」使他們在工作上呈現更豐厚的底蘊；來自學生、家長和教師的正向回饋，化做「勇於接受挑戰」的心情，支持特教教師繼續奮鬥；而他們也逐漸成為能「發揮影響力」的個體，默默地爲生活週遭的親人、朋友與同事，帶來不同程度的變化；重新回顧與省思自己的人生，特教教師的腦中開始「構思未來藍圖」，開始往理想的方向邁進。 五、特教教師角色轉換的想法與建議 特教教師對於角色轉換的想法，包括：「學校是否有制度來運作」、「回歸教師本身個性、特質與想法」以及「回溯成為特教教師的初衷與專業本質」等三種思考方向。 特教教師對於角色轉換的建議，包括：「事先了解未來工作的性質與現況」、「採取正向、積極的方式解決問題」，與「以隨遇而安的觀點來調整心態」等三種方式。This research focuses on four high school special education teachers as research participants through the narrative inquiry in qualitative research strategy, and collect data in depth interviews with to understand special education teachers ' role change process, special education teachers ' career development and provide references. Comparison, analysis and integration of data, to understand the reason for special education teachers ' role change, role of changing, character conversion adjustment, role of harvest and the role of ideas and suggestions. Key findings of this study are as follows: 1.The reason for special education teachers ' role change Summed up as "circumstances and conditions", "personal", "significant others" and "important events" and other four main reasons, but does not represent a role reversal the only reason they are, in the decision-making process, there are many reasons may exist and interact with each other, making special education teachers might want to think twice before making a decision. 2.Changes in special education teachers ' role change After role conversion, special taught teachers in career again growth and exploration of stage, "teaching and counselling of challenge", and "administrative work of test" and "lack logistics of support", prompted they must again training new role by needed of expertise and skills; special taught teachers in this stage, General faced "body and psychological of impact", and "workplace interpersonal of pressure", how for should and adjustable suitable is is important of subject. 3.Adjustment of the three special education teachers ' role change Special taught teachers face work of changes, first can through "himself first do prepared", and "use teaching resources" two species strategy welcome to challenge; adapted new role during, if has "workplace mentor" and "family and partner of support", will makes special taught teachers to stable, and calmly of mood input work; "engaged in leisure activities", also can assist relief solutions work pressure; most important of is, special taught teachers this stage to keep " A firm belief in "and then ridiculed, generate adaptive capacity plight will improve from a different perspective. 4.Special education teachers ' role change of harvest Special taught teachers gradually understand himself of personality, and traits, and work attitude and values, then get "again defined himself value" of opportunity; because role conversion of change, prompted special taught teachers constantly learning and learning, "professional capacity of diligence" makes they rendering more rich of heritage in work; from students, and parents and teachers of are to feedback, of do "courage to accept challenge" of mood, support special taught teachers continues to struggle; and they also gradually became can "play influence" of individual, silently to for life around of family, and Friends and colleagues, bring varying degrees of change; review and reflect on his life, special education teachers in head start "design blueprint for the future", began to the desired direction. 5.Ideas and suggestions for special education teachers ' role change (1)Special education teachers ' role change of ideas, including: "the school system to operate", "return to teacher personality, traits and ideas" and "back to become special education teachers with the professional nature of the original intention of" three kinds of thought. (2)Special education teachers ' role change of suggestions, including: "prior knowledge of the nature and status of the work in the future", "take a positive and active approach to solve the problem", and "to make adjustments in the light of mind" in three ways.