社會建構教育學之在地實踐：自我覺察督導模式應用於大學層級諮商實習課程 Social Construction Pedagogical Practice in Taiwan: An Application of Self-awareness Supervision Model to Counseling and Guidance Practicum Course at Undergraduate Level

• Main Authors: 姜兆眉 Chao-Mei Chiang, 繆妮晏Ni-Yen Miao, 蘇盈儀 Ying-Yi Su
• Format: Article
• Language: English
• Published: Naitonal Taiwan Normal University 2020-12-01
• Series: Bulletin of Educational Research
• Subjects: 反思對話; 在地知識; 自我覺察督導模式; 社會建構教育學; 諮商員教育; reflection and dialogue; local knowledge; self-awareness supervision model; social construction pedagogy; counselor education
• Online Access: http://www.edubook.com.tw/OATw/detail.aspx?no=420658

本行動研究以社會建構論為教育學立場，結合在地發展之「自我覺察督導模式」進行課程個別／團體督導，藉由督導歷程之提問與對話，以提升大學層級輔導與諮商實習課程修課學生之自我覺察與反思能力。本研究遵循質性研究典範與行動研究取向，期許為具反思性之教學者立基社會建構理論作為教學理論觀點， 並以「關係、對話、建構、知識」四主軸進行教學創新行動方案，檢核學習者之課程經驗與教師之教育學實踐。本研究重要發現有二：一、社會建構教育學諮商訓練以對話、覺察為主軸，師生互動得以跳脫過往單一教學型態；二、課堂引導對話，將專業學習遷移拓展至諮商晤談情境與日常生活。期許此次教學創新行動得以提供大專校院輔導諮商相關科系實習課程教學訓練之參考。 This action research is based on Social construction pedagogy (SCM), combined with utilization of the Self-awareness Supervision Model (SASM) was developed by Taiwanese scholar, Dr. Chin-Yen Chen. The researcher employed SCM and utilize the SASM to provide supervision with the trainees, who will be taking the undergraduate course of Counseling and Guidance Practicum. This study aims to investigate trainees’ learning experiences and sensitivity of self-awareness based on Social Constructionism pedagogical perspectives with combination of SASM. The researcher considers herself as a reflective practitioner/instructor while designing the course and providing supervision/instruction, which was investigated in this study. On the basis of SCM position and SASM, four axes, “Relationship, Dialogue, Construction, Knowledge” serve the main rationale for this action research. Students’ learning experiences were investigated and functioned as feedback for the instructor’s teaching. Essential findings included SCM focusing on dialogue and awareness brought bidirectional interaction between teachers and students; students were able to transfer their learning from dialogues in class to counseling sessions and daily life. Implications and recommendations for counselor training, especially teaching and training in counseling practicum course were presented.