The Adlerian Approach "Theories and Practices of Guidance" :Beginning from the end of the course

• Main Authors: TSENG, YU-FANG, 曾郁方
• Other Authors: WU, YUH-YIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/d47mrb

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 107 === The objective of this study was to investigate pre-service teachers’ recent conditions, the most impressive learning experiences, and how they have applied the spirits of the course, “Principles and Practices of Guidance” with Alderian approach two years after they completed it. The author participated as an observer to collect data during the course period. After the course, the author invited three participants to be the cases of this study. Follow-up interviews were then conducted to explore the effect of this course on their learning and later life. The research data were collected from learning process portfolios, class video recordings, the author’s class observation records, and 13 hours of semi-structured interviews. The thematic analysis method was applied to analyze and interpret these three participants’ experiences. The results were as follows: 1. After completing the course two years after, the three participants have gained knowledge, developed basic guidance skills, and applied the acquired spirits of guidance in life . Because of individual differences and different teacher cultivation statuses, the three teachers had dissimilar careers, where each of them have developed a unique guidance style. The three guidance styles include “Use encouragement to transform frustration and regain the confidence to face challenges”, “have the courage to deal with frustrations and grow by overcoming them”, and “be gentle and compliant to the heart from low self-esteem to feeling self-contented”. 2. The learning experiences that are most impressive to all the three participants are as follows: Applying guidance knowledge to develop relationships with students, practice how to give encouragement, encourage self and students, and feel the spiritual support from the encouragement of the teacher and peers; understanding students’ inner world, the underlying motives and context of their behaviors; recalling past experiences through reading to improve personal knowledge and comprehension; feeling the relations of people; developing social interest; and aspiring to make contributions to the society. Finally, this study proposed suggestions which can be a reference to the “Principles and Practices of Guidance” course design for future cultivation of pre-service teachers.