This study aims to explore an elementary school homeroom teacher’s practical knowledge of career guidance. By adopting instrumental case research method, the researchers observed Teacher Joyce in her homeroom and visited her classroom 14 times, with a total of 56 hours. Data included video recordings, sound recordings, observing notes and 17 interviewing scripts. Thematic analysis was utilized as the data analyzing steps. Results indicated that the career guidance practical knowledge was framed under 4 levels: (1) Goal image－lovable children. (2) Dual practical principles－being considerate and being diligent. (3) Eight rules of practice under the dual practical principles. The “being considerate” principle contains 4 rules: good manners, respect and empathy, rational communication, and devotion. The “being diligent” principle contains 4 rules of practice: looking for strengths, cultivating interests, practicing self-disciplinary and taking responsibility. (4) There are seventeen operational methods under the 8 rules of practice. Finally, the researchers provided suggestions for further studies and applications.
本研究旨在探討國小班級導師如何從班級運作中，完成生涯導向的發展性輔導，強化兒童人際互動與合作做事之能力，此主題在文獻中少見實徵研究成果。本研究採工具型個案研究法，入班觀察一位優秀資深高年級班級導師共14次56小時，完成17次訪談。研究者採用主題分析法，萃取出雙實踐原則的實踐知識：做人體貼、做事用心。包含四個層次：一、目標意象：「可愛的孩子」。二、雙實踐原則：做人體貼、做事用心。三、實踐規則：八項實踐規則，「做人體貼」原則下有四項：人際互動禮儀、尊重與同理、理性溝通、重視並投入團體；「做事用心」原則下有四項：挖掘強項與優勢、運用時間培養興趣、盡好本分、認真負責。四、運作方法：共17個具體執行方法呼應上層八項實踐規則。文末提出討論與建議，回應國小階段生涯導向發展性輔導的實務議題與未來研究建議。
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