| Summary: | 博士 === 國立臺灣師範大學 === 衛生教育學系 === 93 === The purposes of this study were: 1) to explore the practical knowledge of health education that I learnt from practical HIV/AIDS education experience; 2) to describe the developmental process of that practical knowledge; 3) to review the health education framework and value system what I hold.
Action research and narrative method were used in this study. I depicted, criticized, and self-examined the practical working experience that I documented in event records, diaries, and other documents. I probed what I felt and thought when those things happened, and sought for any relevant prior learning and living experience. Finally, I adopted a meta-position to reflect the meaning of the situation, deconstructed and reframed the value system and then formed the practical knowledge.
The action process that I experience in five-years HIV/AIDS education was as follows: 1) I was a professional health educators, but I was embarrassed to talk about ‘sex’; 2) the real education situation was not like my previous training, so I was anxious to find a new standard educational model; 3) I made relationships with target groups, and become a learner to understand their subcultures; 4) I had a new educational model and value system, I was a helper-professional; 5) I lost my position because of my working institute was de-activated.
The practical knowledge what I learned was: 1) Health education is an action process and holistic model, not just focus on ‘the unique health behavior’ and/or cross evidence-based survey; 2) The ‘position shift of professional’ was contributive to re-understand what I am advocating and empowering the target group for whom I am working; 3) Health education is about working with target groups, to find the intervention time and strategies for their usual method to help them cultivate health behavior, rather than regulating, moralities and blaming victims, or just teaching-process or teaching activities; 4) any education program which includes body-experience and situational factors is a better way to understand and review the target groups’ value system; 5) There is no standard teaching model to fit anyone and any place, so the educator must be more sensitive to what happens between educator and learner, and focus on the subjective characteristics of each other.
Conclusion: I described my experience into a metaphor story: ‘a princes with a high heel shoes’.
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