蔡居澤翁淑暖Wong, Sun-Nuan2020-10-192021-09-232020-10-192020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005073213%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110108本研究從「我」身為一位探索教育指導員，回顧個人的專業發展歷程，透過學習歷程各個階段的發展及生命經驗的敘說，探討塑造自己成為探索教育指導員的專業發展之關鍵點。 研究方法以自我敘說方式呈現，運用資料收集、經驗整理、自我分析、重新建構、掌握脈絡，理解生命經驗的意義，建構及觀察反思其脈絡，採用「整體-形式」與「歸類-內容」的敘說模式進行分析。學習歷程以「在職培育」階段：大學求學期間，開啟我對探索教育的熱忱及志向；「導入輔導」階段：進入教學場域工作生涯一至五年，透過理論與實際帶領，豐富我的教學經驗，樹立我個人的專業圖像；「在職精進」階段：研究所修讀課程理論，帶領新進同仁經驗傳承，展開自我批判意識。各個階段的發展作為分析的主題，歸納出在職培育階段的關鍵點為：「個人志向的奠定」；導入輔導階段的關鍵點為：「同仁帶領」、「跨出舒適圈」、「勇於嘗試」；在職精進階段的關鍵點為：「不斷學習」、「省思過程」，並針對自己擔任探索教育指導員面臨離職抉擇的轉折、工作環境的轉變、教學與行政、假日進修時間分配的難題，歸納出「明確的規劃」、「適應及應變」以及「練習取捨」，這些成為自我因應的方式。 期望透過此研究結果對於探索教育指導員能提供更進一步有助於了解自我專業發展歷程的關鍵點，以及自我分析所面臨到的轉折與因應方式，亦期望藉由此研究過程重新建構經驗，理解自己的教育價值觀，進而達到反思及成長。This research started from "I", an adventure education instructor, then through the development of each stage of the learning process and the narrative of life experience I reviewed the individual's professional development process to explore the key points of shaping myself as a professional adventure education instructor. The research method was presented in a self-narrative way, using data collection, drawing on personal experience, carrying out self-analysis, reconstructing and mastering the context to understand the meaning of life experience. To construct, observe, and reflect on its context, I adopted "whole-form" and “categorization-content" analyses of the narrative model. The learning process started from the "on-the-job training" stage: during my university study period, my enthusiasm and ambition for adventure education were motivated; the "introduction coaching" stage: I entered the teaching field and worked for five years, broadening my teaching experience through theoretical and practical leadership, creating my personal professional image; "on-the-job intensive improvement" stage: it was in my graduate school I took the courses involving theory, shared the experience with new colleagues, and developed self-critical consciousness. The development of each stage consists of the theme of analysis. The key point of the on-the-job training stage is: " setting personal goals "; the key points of the introduction of the counseling stage are: "following seniors' examples ", "stepping out of the comfort zone", and "being brave to attempt". The key points of the in-service intensive phase are: "continuous learning" and "thinking process ". Being an adventure education instructor, I have to make a turning point in quitting the job, changing the job environment, teaching and being in charge of administration at the same time, and getting accustomed to the hectic pace of on-the-job training on the weekends. "Specific planning", "adaptation and flexibility", and "practice making choices" are summarized and they have become the strategies of self-response. It is hoped that the results of this study will provide a key point for adventure educational instructors to further understand the professional development process of oneself, the dilemma they are faced with and effective coping strategies when performing self-analysis, and will also contribute to reconstructing personal experience and holding onto education values to encourage reflection and achieve growth.探索教育指導員專業發展自我敘說Adventure education instructorProfessional developmentSelf-narrative