政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/141961
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    政大典藏 > College of Education > Periodical Articles >  Item 140.119/141961


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/141961


    Title: 建構中小學初任輔導人員職前培訓機制：戴明循環觀點之應用
    Applying the Deming Cycle Perspective on Pre-service Training Mechanism for Novice Professional and School Counselors in Elementary and Secondary School Settings
    Authors: 宋宥賢;李佩珊;王麗斐;洪瑞兒
    Sung, Yu-hsien;Lee, Pei-shan;Wang, Li-fei;Hong, Zuway-r
    Contributors: 教育學院
    Keywords: 學生輔導法;戴明循環觀點;職前培訓
    Deming Cycle;Pre-service training mechanism;Student Guidance and Counseling Act
    Date: 2017-12
    Issue Date: 2022-09-19 15:22:14 (UTC+8)
    Abstract: 本研究應用戴明循環觀點，檢視中小學初任輔導人員職前培訓機制現況，建構職前培訓機制。本研究首先實施前導性研究及現場觀察，再邀請7位輔導人力培訓的領域專家（平均工作年資20.3年，SD=11.1年）進行深度訪談，共計訪談715分鐘。研究發現中小學初任輔導人員職前培訓計畫少有需求評估及目標設定，執行時混合不同性質對象辦理，缺乏檢覈培訓效果及課程規劃，且未強化系統合作與學用落差。作者提出中小學初任輔導人員職前培訓機制：(1)「計畫」整體思維和專家團隊，評估組織和個人需求，從學習者和用人者角度設定目標；(2)「執行」建立單一專責聯繫窗口、雙軌與混成學習模組、彈性課程架構及善用案例教學方法；(3)「檢覈」加強檢視方案及培訓成效；(4)「行動」發展標準化機制，過系統合作創造向上循環。
    This study applied the Deming Cycle perspective on evaluating pre-service training mechanism for novice school counselors. First, a pilot study and field observations were conducted. Then, seven experts were purposively interviewed (Average relevant working = 20.3 years, SD = 11.1 years), adding up to 715 minutes of interview time. The result found that the current programs rarely conducted assessment and goal-setting, mixed different background participants, lack inspection for training results and curriculum planning, and need to strengthen system cooperation and learning gap. We suggested: (1)＂Plan＂- emphasize overall thinking and expert team, assess the needs of organizations and individuals, and set training objectives from learners and practitioners; (2)＂Do＂ - establish a dedicated and single contact window, design two-track and blended-learning modules, flexible adjustment of curriculum structure and use case teaching methods; (3) ＂Check＂ - Strengthen training program and effectiveness; (4) ＂Act＂ - develop a standardized mechanism and create a progressive cycle.
    Relation: 教育實踐與研究, Vol.30, No.2, pp.67-104
    Data Type: article
    Appears in Collections:[College of Education] Periodical Articles

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