羽化成蝶：一位中途學校教師職涯發展及創新歷程之自我敘說
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2021
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本文以自我敘說探究，反思任教於台灣唯三之一的中途學校歷程。此校以保護、輔導、教育為主，並安置被性剝削少女。雖然學生在主科上稍嫌弱勢，但對於其他活動體驗、探索卻躍躍欲試，研究者希望透過與教師同仁的努力，為學生搭建重返社會的鷹架。研究者從自身人格養成談起，乃至擔任正式教師後心態、能力、創意等的不斷增長。當正準備實踐對教育的滿腔期待時，卻發覺老師們無不想盡辦法逃離此處，但研究者卻留下並從中得到更多有價值的經驗，也與這所學校產生更親密的連結。此研究邀請研究者重要關係人進行訪談，透過他人更清楚瞭解身為音樂教師的研究者跨域歷程，也探討中途學校教師現況與未來。此外，研究者歸納中途學校教師圖像，圖像外圈為研究者個人特質與成長背景因素之獨特性，內圈為研究者認為中途學校教師必備條件，包含：(一)積極主動學習、(二)細微覺察挑戰、(三)不設限求創新、(四)陪伴耐心同理、(五)性議題侃而談、(六)充沛體能教學、(七)既來之則安之。最後以McDonald的教師生涯專業發展階段論回溯任教的經歷與創新歷程作為參考，並對中途學校未來相關研究給予方向與建議來做為結尾。
The article explored the self-narrative, to reflect on the experience of teaching in one of the only three transition schools in Taiwan, where young sexually exploited girls are placed. The purpose of the school is to protect, counsel, and educate the students.Although students here are slightly disadvantaged in their major subjects, they are eager to experience and explore other activities. The researcher hoped to build a scaffold for students in order to help them return to society through efforts together with fellow teachers.The researcher started from her own personal formation, and her growing mentality, ability, and creativity after becoming an official teacher. The study interviewed the researcher's significant contacts to gain a clearer understanding of the researcher's cross-disciplinary journey as a music teacher through others; meanwhile, discussed the current and future status of transition school teachers. Furthermore, the researcher concluded the icon of a transition school teacher. The space outside the circle presents researcher's personal characteristics and environmental factors; while the space inside the circle presents seven requirements of being the transition school’s teacher, which were defined by the researcher. There are: (1) active and proactive learning, (2) awareness of nuance, (3) innovation without limits, (4) companionship and patience, (5) eloquence in talking about sexual issues, (6) a physically energetic teaching style, and (7) take things as they come.Finally, McDonald's theory of professional development in the teaching career was referred to retrace the experience and innovation of teaching and to give directions and suggestions for future research in transition schools.
The article explored the self-narrative, to reflect on the experience of teaching in one of the only three transition schools in Taiwan, where young sexually exploited girls are placed. The purpose of the school is to protect, counsel, and educate the students.Although students here are slightly disadvantaged in their major subjects, they are eager to experience and explore other activities. The researcher hoped to build a scaffold for students in order to help them return to society through efforts together with fellow teachers.The researcher started from her own personal formation, and her growing mentality, ability, and creativity after becoming an official teacher. The study interviewed the researcher's significant contacts to gain a clearer understanding of the researcher's cross-disciplinary journey as a music teacher through others; meanwhile, discussed the current and future status of transition school teachers. Furthermore, the researcher concluded the icon of a transition school teacher. The space outside the circle presents researcher's personal characteristics and environmental factors; while the space inside the circle presents seven requirements of being the transition school’s teacher, which were defined by the researcher. There are: (1) active and proactive learning, (2) awareness of nuance, (3) innovation without limits, (4) companionship and patience, (5) eloquence in talking about sexual issues, (6) a physically energetic teaching style, and (7) take things as they come.Finally, McDonald's theory of professional development in the teaching career was referred to retrace the experience and innovation of teaching and to give directions and suggestions for future research in transition schools.
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中途學校, 職涯發展, 創新歷程, Transition school, career development, innovation process