探索教育教師專業發展與職涯歷程之研究─以雙北地區私立中小學為例

Abstract

目前臺灣有許多學校透過探索教育的理念及戶外冒險的元素，設計探索教育相關課程，並將其發展為學校特色課程。然而，探索教育課程納入公立學校體制內實施時，學校可能考量財力、物力及學科教師課務繁忙等因素，致實施方式多以委外聘請專業探索活動師資模式，協同校內教師教學，或以戶外教育形式辦理；但私立學校因擁有較多的資源、課程發展自主性也較高以及將探索教育定位為校本特色課程等因素，故部分私校會成立專責的探索教育相關單位，讓探索教育課程持續在學校深耕發展。研究者目前是雙北地區私立學校探索教育教學中心的教師，以下簡稱「探索教育教師」。目前，雙北地區成立探索教育相關單位、將其列為該校的校定必修課程並實施常態性教學的有三間學校，渠等學校透過招聘方式，將不同專業的探索教育師資引進學校體制內，聘任之師資，有些具有正式教師資格、有些具有戶外指導員執照或其本身已有從事戶外教育經驗等，此多元而專業化的師資，其共通性係對探索教育的憧憬與大自然的熱愛具有高度的熱忱。然而，探索教育教師願意進入私校任職的原因？進入學校前所具備之專業能力為何？以及在學校任職時，其專業能力及職涯發展是否有提升或符合個人期待？這些都是研究者想探究的動機。本研究採質性深入訪談法，研究對象為111學年度任職於雙北地區私立學校探索教育相關單位之探索教育教師，服務時間至少3年以上。研究者依據研究目的與問題，蒐集國內外相關文獻，設計訪談綱要，並於資料蒐集後，進行整合與分析，配合研究目的進行探究、歸納，最後作成結論，提出建議及後續研究的方向作為研究結果。本研究目的為探究「探索教育教師職涯與專業發展歷程」得出具體有建議性的研究結果，可提供目前任職在學校之探索教育教師與有志於擔任探索教育教師之參考，並可作為探索教育教師發展方向之一；本研究依照訪談資料歸納整理後，列出下列結果，「探索教育教師職涯與專業發展歷程」整合如下列三個面相六層面來做延伸。探索教育教師專業發展：一、探索教育教師專業能力：歸納為（一）硬性技能、（二）軟性技能、（三）概念型技能。二、探索教育教師個人特質：（一）能夠接受在戶外環境下工作、（二）喜歡與人互動、（三）具備良好溝通能力、（四）工作上充滿熱忱與熱情、（五）具備良好觀察力、（六）具備正向、自律之道德修養。三、探索教育教師專業發展困境：（一）博而不精的窘境、（二）缺乏時間的困境、（三）經費不足的難處、（四）需求認知的落差。四、探索教育教師專業發展進程：可歸納為（一）奠基期、（二）適應期、（三）精熟期、（四）統整期。探索教育教師職涯發展：五、探索教育教師轉任學校途徑：歸納為經他人引薦。六、探索教育教師持續任教動機：（一）看見成長與蛻變、（二）設計與創新課程、（三）穩定薪資制度、（四）固定的作息時間、（五）身為教師而榮。七、探索教育教師職涯困境：（一）體能隨年齡漸長而式微、（二）對探索教育教師認同感較低、（三）單位組織升遷不易、（四）已婚女性探索教育教師之家庭照護。八、探索教育教師職涯發展進程：（一）早期職業生涯、（二）中期職業生涯、（三）中長期職業生涯。專業發展與職涯綜合討論：整體探索教育教師歷程可歸納為三個階段，每個階段都有其階段任務（一）轉任學校前階段（探索、接觸）、（二）初任教師導入階段（適應、學習）、（三）勝任教師精進階段（帶領、創新、統整）。關鍵字：探索教育教師，職涯發展，專業發展Currently, many schools have designed curriculums which feature the elements of adventure education and made them the school’s signature courses. Due to budget and time limits, most schools carry out their adventure education courses by outsourcing or field trips. Conversely, some private schools have set up departments that are in charge of adventure education since they are usually more autonomous. Consequently, they can continuously develop the curriculums in campus.The researcher of this essay is a teacher of the department that is pertaining to adventure education in a private school (hereinafter referred to as"adventure education teacher") in the Great Taipei Metropolitan. Four schools in the Taipei Metropolitan have established adventure education departments, and have made them regular and required courses. One character these schools have in common is that they recruit professional adventure education talents. Some of these talents are qualified teachers, and some are outdoor activities instructors, or other occupations. All they have in common is their zeal for adventure education and the great nature. What motivates the adventure teachers? What skills the teachers already possessed before signing up? Do the teachers have the opportunities to improve their professional skills as an adventure educator? These are the questions prompt the researcher.This research adopts a qualitative method by interviewing adventure education instructors with 3 years of experience minimum who teach at private schools in the Great Taipei Metropolitan during 2022. According to the in-depth materials from relevant literatures and the interviews, which was designed to serve the research purposes, this research provides results by analyzing and concluding the qualitative data.In summary, this research aims to explore adventure education teachers as an occupation. Besides, this research could help adventure teachers on their career path and development, as well as serve as a reference for future study.This research aims to explore the career and professional development of adventure education teacher and serve as career advises for those who are committed to this role. Based on the analysis of the interview, this research has come up with conclusions contain three dimensions as following.The development of adventure education teachers’ professional skills, including four dimensions I. Professional skills of adventure education teacher can be categorized into i. Hard skills ii. Soft skills ii.Conceptual skills. II. Individual characters of each adventure education teacher i. Be willing to work outdoor ii. Like to interact with peoplen iii. Good command of communication iv Be passionate about their job v. Be observant vi. Be positive and self-discipline Ⅲ. The predicaments of adventure education teachers’ professional development i. Broad skillsets, but not deep enough ii. Lack of time iii. Lack of the budget iv. Different between the need for cognition Ⅳ. The progress of the development of adventure education teacher i. Basic trainings ii. Adoption iii. Advancing skills iv. Overall skills on the field.The development of adventure education teachers’ career:Ⅴ. The main way how adventure education teachers change the schools they serve is recommendations by others.Ⅵ. Motivations for adventure education teacher to continue serving . i. Growth ii. Adoption iii. Design and creative courses iv. Stable income v. Fixed working hours vi. Being proud as teachersⅦ. The predicaments of adventure education teachers’ career. i. Stamina lowers as the teachers ages ii. Lack of recognition of adventure education teacher iii. Difficulties on promotion iv. Married female teachers’ duty of their familiesⅧ. The progress of the development of adventure education teacher can be divided into.i. Early career ii. Mid-career iii. Late careerOverall discussion on professional development and career. The progress of the development of adventure education teacher can be divided into three stages with different missions:i. Early stage at new school (explore and contact)ii. New teacher’s import (adoption and learning)iii. Senior teachers advancing skills (leadership, creation,& summarize)

Key Word: adventure education teacher, career development, professional development