家庭生活教育實務工作者推動青少年家庭教育經驗之探究

Abstract

本研究旨在探討家庭生活教育實務工作者參與青少年家庭教育方案訓練之動機、學習歷程，並在參與青少年家庭教育方案訓練後，實際推動親職教育上的有效改變與運用之經驗，採用質性研究深入訪談，以立意取樣的方式，於參與青少年家庭教育方案訓練的種子師資中，選取五位研究對象，主要結論:

一、家庭生活教育實務工作者參與青少年家庭教育方案訓練之動機，為面對家長的挑戰及提升專業知能。 二、家庭生活教育實務工作者參與青少年家庭教育方案訓練的學習歷程，從個人反思的引發、家庭互動的改變，到實施情境的模擬，包含認知、技能與態度三個面向之轉變。 三、家庭生活教育推動歷程，強調「學習」與「運用」相輔相成的重要性，有助家庭生活教育實務工作者預估實施親職教育之情境。 四、家庭生活教育實務工作者推動青少年家庭教育方案之策略，是根據其在地發展可掌握該區資源，運用策略之三有結合現有資源、連結其他單位及深耕在地種子。 五、家庭生活教育實務工作將所學發展出符合在地的實施方式，並透過克服所處地區、單位及現況資源差異的挑戰，主動尋找解決方案，在學習、運用歷程中，滿足服務對象的需要，受訪者獲得自信、成就感及價值感。

最後，根據研究結果，研究者對參與在職訓練者、提供在職訓練者及學術研究者三方向，提出建議，提供未來給家庭教育實務工作者及相關單位之參考。This study aimed to explore the motivations and learning processes of family life education practitioners in respect to their participation in training programs for adolescents’ family education, and their experiences with promoting, applying, making changes after the training. In-depth interviews were conducted to select five subjects from the seed teachers participating in the program by means of sampling. The main conclusions were as follows: 1.The needs of coping with the challenges from parents’ and enhancing personal professional skills are the motivations of family life education practitioners in the training program. 2.In the course of study, practitioners’ learning processes cover the trigger of personal reflection, changes in family interaction and simulation of implementation scenario. Changes of cognition, skills and attitudes are included. 3.The importance of corresponding learning and implementation are emphasized in the promotion phase of family life education. Practitioners’ can better predict and evaluate the scenario and circumstances when implementing parenting education. 4.Promotion strategy for adolescents’ family education from practitioners is based on three aspects: local development in accessible resources and strategic combination of existing ones, resource leverage from other parties and the incubation of local seed teachers. 5.Family life education practitioners develop implementation methods based on local needs, and proactively seek for solutions by overcoming resource differences respectively. During the processes of learning and applying, interviewees report having gained confidence, sense of accomplishment and value, knowing that they met the needs of those they served. Finally, based on the results of the study, the researcher gives suggestions to on-the-job training participants, providers, and academic researchers. The results can serve as reference for future family life education practitioners and related execution parties.