臺灣家庭教育人員專業實踐之研究
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2013
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Abstract
本研究目的在探究家庭教育人員如何在工作中實踐專業，研究者以半結構之深度訪談，經由七位受訪者之敘說，進行文本資料的收集、分析與解釋，分析策略採取主題分析方法，研究獲致以下結論：
一、家庭教育人員的價值取向最強調家人關係。
二、家庭教育人員在實務工作中實踐其角色與使命。
三、專業實踐的特色是理論支持、預防取向、多元觀點和協同合作。
四、家庭教育人員在知識的基礎上產生創新的思維與作法。
五、養成教育、工作職場、證照制度會影響家庭教育人員實踐的空間。
六、專業實踐的困難與問題會導致家庭教育人員身心耗竭。
根據研究結果，研究者提出若干建議，提供未來家庭教育實務及研究之參考。
The purpose of this qualitative study is to explore the professional practice of family life educators in Taiwan. The researcher conducts this qualitative study with following approaches. A semi-structured and in-depth interview was employed to provide completeness of data. Seven certified family life educators were final participants. The interviews were transcribed, coded and analyzed by the researcher. Through theme analysis, general categories were developed based on the code and the data analysis was backed up by the interviews. The results show that there are six viewpoints addressed in the conclusion: 1) family life educators focus on healthy and positive interpersonal relationships among professional values. 2) Family life educators implements role model and mission as they relate to professional practice. 3) The characteristics of professional practice include theoretical support, prevention approach, multidisciplinary area of study and collaboration. 4) Building a creative thinking based on the knowledge and skill of family life education is crucial. 5) Professional practice of family life educators are strongly affected by education program, employment settings and certification. 6) Family life educators are completely exhausted by disadvantages and problems of professional practice. Based on the finding, the researcher identified suggestions and policy implications for research and further study for professional practice of family life education can be derived from the findings of this study.
The purpose of this qualitative study is to explore the professional practice of family life educators in Taiwan. The researcher conducts this qualitative study with following approaches. A semi-structured and in-depth interview was employed to provide completeness of data. Seven certified family life educators were final participants. The interviews were transcribed, coded and analyzed by the researcher. Through theme analysis, general categories were developed based on the code and the data analysis was backed up by the interviews. The results show that there are six viewpoints addressed in the conclusion: 1) family life educators focus on healthy and positive interpersonal relationships among professional values. 2) Family life educators implements role model and mission as they relate to professional practice. 3) The characteristics of professional practice include theoretical support, prevention approach, multidisciplinary area of study and collaboration. 4) Building a creative thinking based on the knowledge and skill of family life education is crucial. 5) Professional practice of family life educators are strongly affected by education program, employment settings and certification. 6) Family life educators are completely exhausted by disadvantages and problems of professional practice. Based on the finding, the researcher identified suggestions and policy implications for research and further study for professional practice of family life education can be derived from the findings of this study.
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家庭教育, 家庭教育人員, 專業實踐, 養成教育, 工作職場, 認證制度, family life education, family life educator, professional practice, program for FLEs, employer settings, certification for FLEs