資深體驗教育引導員引導信念形塑歷程及實踐之研究
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2020
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本研究旨在探討資深體驗教育引導員之引導信念形塑歷程、引導信念內涵以及引導信念對於帶領課程之影響與實踐。研究者透過質性研究當中之深度訪談法以及參與觀察法，針對7位執業10年以上資深體驗教育引導員進行研究。透過訪談內容以及課程觀察記錄資料之整理歸納分析，本研究結果發現如下：
影響資深體驗教育引導員的引導信念形塑之因素包含個性特質、成長背景、體驗教育學習經歷以及深刻經驗，引導信念形塑歷程是一動態過程，根據引導信念最初的出現，經過篩選確立的認同期，最後反思整理內化形成引導員的引導信念。
引導員的引導信念內涵如下：
一、 對人的基本信念：人能夠改變、人有價值、人有限、人需要支持、人需要尊重。
二、 引導員自身信念：以身作則、增廣視野、自我照顧。
三、 對體驗教育帶領課程的信念：以學員為中心、提升學習動機、關係連結與建立、鼓勵挑戰但尊重決定、重視自我覺察、教育即生活、為學習成效負責、重視過程與結果。
引導信念內涵會影響引導員的課程設計與實際教學行為、教學判斷與決策模式，意即引導員對於教學內容、教學策略、課程的設計與安排、如何看待自身角色以及與學員的關係等皆受其所持之引導信念影響。
The purpose of this research was to investigate the essence of the senior experiential education facilitators' beliefs, the process of how the beliefs are shaped and how the beliefs influence the course. The method used in this study was qualitative research. The data was collected through observation and in-depth interview with 7 senior experiential education facilitators who had at least ten years of teaching experience. Based on the data analysis, the results were as follows: The elements that affect senior experiential education facilitators include: personality, family background, experience of experiential education and the most influential personal experience. The process of the formation of the facilitators’ beliefs is not static. It is a constantly changing process that contains the initial ideas and thoughts, reflecting on the thought and finally reaching a conclusion as their beliefs. There are three aspects of the beliefs of senior experiential education facilitators: 1. Beliefs of people: facilitators believe that people can change and they are valuable. In addition, people are limited; thus, they need support from other people. Last but not least, people have the need to be respected. 2. Belief of the course of the experiential education: facilitators believe that experiential education is student-focused and it can increase one’s motivation to learn and it helps students to connect with each other and form a positive relationship with other people. Furthermore, experiential education emphasizes self-awareness. That is, education is life, so both the process and the result of learning matter are important. Lastly, students should be responsible for the learning effects. 3.Belief of the facilitators: facilitators should practice what they preach, broaden their horizons and take good care of themselves. The facilitation beliefs of a facilitator have an effect on the facilitator’s course design, how the person teaches students, and this person’s decision-making pattern. In other words, the content of the course, teaching strategies, course design, how to position themselves and the relationship between/with students are all under the influence of a facilitators’ beliefs.
The purpose of this research was to investigate the essence of the senior experiential education facilitators' beliefs, the process of how the beliefs are shaped and how the beliefs influence the course. The method used in this study was qualitative research. The data was collected through observation and in-depth interview with 7 senior experiential education facilitators who had at least ten years of teaching experience. Based on the data analysis, the results were as follows: The elements that affect senior experiential education facilitators include: personality, family background, experience of experiential education and the most influential personal experience. The process of the formation of the facilitators’ beliefs is not static. It is a constantly changing process that contains the initial ideas and thoughts, reflecting on the thought and finally reaching a conclusion as their beliefs. There are three aspects of the beliefs of senior experiential education facilitators: 1. Beliefs of people: facilitators believe that people can change and they are valuable. In addition, people are limited; thus, they need support from other people. Last but not least, people have the need to be respected. 2. Belief of the course of the experiential education: facilitators believe that experiential education is student-focused and it can increase one’s motivation to learn and it helps students to connect with each other and form a positive relationship with other people. Furthermore, experiential education emphasizes self-awareness. That is, education is life, so both the process and the result of learning matter are important. Lastly, students should be responsible for the learning effects. 3.Belief of the facilitators: facilitators should practice what they preach, broaden their horizons and take good care of themselves. The facilitation beliefs of a facilitator have an effect on the facilitator’s course design, how the person teaches students, and this person’s decision-making pattern. In other words, the content of the course, teaching strategies, course design, how to position themselves and the relationship between/with students are all under the influence of a facilitators’ beliefs.
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體驗教育, 體驗教育引導員, 引導信念, experiential education, experiential education facilitators, facilitation beliefs