本研究目的初探國中專任輔導教師接受督導訓練之受訓經驗，以及對於督導訓練架構之觀點。借 重國中專輔教師實務能力累積之量能，本研究使用自我覺察督導模式（self-awareness supervision model, SASM）作為專輔教師督導訓練之訓練架構。研究問題為研究參與者督導受訓經驗以及對 於督導訓練架構之觀點。本研究使用質性研究為研究典範，現象學為研究取向，使用自我覺察督 導模式為督導訓練架構。共邀請八位具備五年以上專任輔導教師年資之國中專輔教師參與研究， 研究參與者參加五天自我覺察督導模式督導訓練課程、訓練課程結束後使用自我覺察督導模式進 行督導實作，以及接受自我覺察督導模式督導後督導，研究參與者並於上述歷程當中接受五次研 究訪談後。訪談資料以現象學主題分析法進行分析，研究結果包括五個主題：專業成長與現場實 務需求促發參與督導訓練、督導訓練課程理解並認識自我覺察督導模式、督導訓練課程後實作環 節逐步精熟與掌握督導者角色，SASM 督導後督導提供後設反思、以及接受 SASM 督導訓練之整 體反思。督導訓練架構包括三個訓練面向：內隱知識、專業學識與實作操作，五個訓練元素：講述、 示範、演練、實作，以及實作的檢核；自我覺察督導模式亦具備應用於學校輔導場域督導之適用性。

The ongoing advancement of the counseling profession depends significantly on robust education and training systems. Within this framework, supervision serves as a core element in ensuring the quality and sustainability of counselor development. As a result, the training of supervisors holds critical importance. Despite this, the domain of supervisor training, particularly in school counseling contexts, remains under-explored, especially in Taiwan. In recent years, several professional associations, including the Taiwan Guidance and Counseling Association (TGCA) and the Taiwan Counseling Psychology Association, have begun offering structured supervisor training programs. In addition, doctoral-level counseling psychology programs have incorporated supervisor training into their curricula in Taiwan. Among these, TGCA is unique in providing a school guidance, specific track for supervisor training. Following the implementation of the Student Guidance Act in 2014, greater emphasis has been placed on ensuring that supervisors are well-versed in school contexts. Prior research (Lin et al., 2017) has underscored the importance of cultural and contextual familiarity for effective supervision in school settings. Supervisors who understand the school system are better equipped to provide relevant, applicable, and effective supervision. Given that many guidance counselors in Taiwan accumulate over ten years of practical experience, they represent a promising group of potential supervisors. However, access to formal training in supervision remains limited for this population. Consequently, there is a need to develop locally grounded training programs to cultivate supervisory capacity among guidance counselors. This study addresses this gap by offering supervisor training tailored to junior high school guidance counselors and investigating their training experiences. The ultimate goal is to strengthen the infrastructure of supervision in school guidance and counseling by empowering experienced practitioners to step into supervisory roles. Prior research suggests that supervisor training improves self-perceived supervisory competence (Crook-Lyon et al., 2008; Crook-Lyon et al., 2011; Hsu & Yu, 2017; O’Donovan et al., 2017; Scott et al., 2000). Furthermore, literature in counseling education highlights the effectiveness of incorporating didactic lectures, modelling, and experiential learning in supervisor training (Bernard & Goodyear, 2014; Holloway, 2016; Stoltenberg & McNeill, 2010). These components serve as a foundation for this study’s training design and analysis. The present study specifically investigates the training experiences of junior high school guidance counselors who participated in a supervisor training program grounded in the self-awareness supervision model (SASM; Chen, 2003). SASM

國中專任輔導教師、學校輔導督導、自我覺察督導模式、督導後 督導、督導訓練

junior high school guidance counselor, school guidance supervision, self-awareness supervision model, supervision of supervision, supervisor training