王麗斐Wang, Li-Fei廖盈盈Liao, Ying-Ying2019-08-282016-08-232019-08-282016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060201058E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90557本研究旨在探討學校生態系統中專任輔導教師與導師的跨專業合作經驗，探討歷程中三個人─專任輔導教師、導師、學生，如何共構出一幅合作的圖。在合作圖中是讓雙師更能發揮所長、互補互助的「雙司：各司其職」？抑或是消耗彼此功能、互相抱怨的「雙失：雙方難發揮功能」？探究其促成有效合作之成功因子及致使無效合作之阻礙因子，以提出有助雙師合作效能之策略和建議。 本研究採質性研究方法，並以紮根理論進行兩階段資料蒐集與分析。研究者以立意取樣方式，邀請花東地區國中小專任輔導教師、導師及學生等共四十一位研究參與者。每間學校各得一組資料，包含一位專任輔導教師、兩位導師和兩位學生等五人，每人進行約20-45分鐘之半結構式訪談。本研究結論如下： 一、新手輔導教師剛到學校快速與導師關係靠近的方法有：能經營與導師的人味關係、能立即性回應導師、關注導師的需要以及主動走進導師室。 二、雙師合作關係會依據彼此的需要和互動性而有不同的互動樣貌：關係互動可分為公交私交、主動被動、熟悉陌生及平等水平。 三、雙師需要持續地對話才有機會連結和理解三方：導師需要知道輔導在做什麼、學生怎麼了、學生進步或待調整地方，及導師該注意什麼地方或怎麼做。 四、雙師合作之有效因子包含三方目標共識是否趨向一致、雙師除公事外能保持良好私人關係、輔導教師隨時可被找得到和立即性回應、主動走進導師辦公室有行銷輔導效果；無效因子包含輔導教師將學生問題改善與否過度連結自我效能而有較多自責抱歉感受、陷入導師與學生衝突關係拉扯、無法回應導師抱怨等。 五、最美麗的三角共構合作圖：導師、專任輔導教師和學生這三個人是否能往一致的方向走去是這幅合作圖成敗與否的關鍵；有時並非是師生三方做得少，而是各自用力地往三個不同方向前進。The purpose of this study was to explore the collaborative experiences between the school counselor and teacher of group counseling in the school ecological system, and how three people – the school counselor, teacher, and student can compose a “painting of collaboration”. In the “painting of collaboration”, will it enable school counselor and teacher to bring their expertise to bear and help each other, or will it cause them to loss the functions of their roles? The research was to identify the key success factors and constraints in the collaboration between school counselors and teachers, in order to propose strategies and suggestions that will help to foster the collaboration efficacy. The study was based on the qualitative research and grounded theory to collect and analysis data. The researcher used purposive sampling to select 41 participants from eight elementary and junior high schools in Hualien and Taitung. In each school, the researcher invited five participants, including a school counselor, two teachers and their students. It spent about 20-45 minutes for each participant with semi-structured interviews. The research result shows: 1.Novice school counselor can instantly spark a relationship with teachers by creating a human-oriented collaborative relationship, responding the teachers as soon as possible, caring the teachers’ needs, and taking initiative to go to the teachers’ office. 2.The collaborative relationship between school counselors and teachers varied depending on their needs and interactions. It involved four types of interpersonal relationship, i.e., professional/personal, active/passive, familiar/strange and authoritative/equal relationships. 3.No conversation, no realization. School counselors and teachers had to have ongoing conversation to connect and understand each other and the students. Teachers needed to know the counseling evaluations and strategies, their students’ advantages and disadvantages, what teachers should pay attention to and how to help their students. 4.The key success factors of the collaboration between school counselors and teachers included the school counselor-teacher-student goal congruence, the personal relationship of school counselor and teacher, the school counselor’s immediate and active responses, taking initiative to go to the teachers’ office can propagate the counseling effects at the same time. On the contrary, the constraints were the school counselor’s too much self-accusation, facing the dilemma between teacher and student, and having no idea to respond teacher’s complaint. 5.The most beautiful “painting of collaboration” is that the school counselor, teacher and student go on the same direction. Sometimes it failed, not because someone did not work hard, but because the three people go on the different directions.生態系統理論雙師合作專任輔導教師ecological system theorythe collaboration between school counselor and teacherschool counselor