高等教育機構迎接革新挑戰之際，研究顯示系所主管效能牽動大學整體表現。在臺灣領導研究多以中小學為主，大學系所主管因應環境變遷的研究卻付之闕如，又國立大學系所主管選薦制度未臻完善，相關議題探索已是無可迴避的責任。本研究透過訪談一所國立綜合型大學系所主管與行政主管，勾勒系所主管角色職責與期待，工作歷程面臨的問題與挑戰，影響其行政效能的因素，並探究系所主管因應問題與挑戰所需的支持與培訓方案。研究結果發現，理想的大學系所主管應具備工作熱忱、同理心、公平公開及人際溝通能力，當前面臨經費、招生、教師權益及師生關係衝突等問題，同時須因應環境變遷迎來師資規劃、學生發展與學校轉型等挑戰，又受限於個人與制度層面因素影響其行政效能，並依據結果對系所主管選薦制度及培訓方案提出建議。本研究之貢獻在於補足我國大學系所主管配合目前高教革新的領導研究的缺口，特別是系所主管由傳統學術角色逐漸過渡到行政領導角色所面臨的問題與挑戰，以及為提升系所主管重視自身的角色職責、凝聚系所主管對校務發展方向的認同所需要的支持與培訓方案。

關鍵字：系所主管、高等教育、領導發展

"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;
mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">本研究旨在探討校長與教師領導者所組成的協作教學領導團隊的運作歷程，並探討其成效。本研究採個案研究，以東臺灣一所國民小學為對象，研究參與者包括校長、mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">3mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">位教師領導者、mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">3mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">位學校教師，共計mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">7mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">位。本研究先探討校長與教師領導者所組成的協作教學領導團隊的內部運作，再了解團隊成員與校內教師的互動情形，最後探討在專業上所獲得的成長。本研究藉由訪談文本進行研究資料的分析，研究發現：mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(1)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">協作教學領導團隊透過專業共學、共作與任務取向，建立有效的學習機制；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(2)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">不受原職務角色的束縛，係協作教學領導團隊內部運作成功的關鍵因素；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(3)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">角色功能的轉換與發揮並搭配實務導向的推動，係協作教學領導團隊的重要策略；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(4)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">營造公平、真誠、務實的言談情境，能為協作教學領導團隊和校內教師搭建有效的溝通平台；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(5)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">協作教學領導團隊的運作，能同時提升團隊成員及學校教師的專業知能和領導意願。本研究結果可作為校長教學領導實務，校長與教師領導者的協作領導以及提升教師專業發展成效時之參考。

關鍵字：協作教學領導、教師領導、教學領導

"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;
mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">為重症學童的受教權，特教老師踏入醫院，成為床邊教師，也成為教育與醫療合作的橋接者。因橫跨不同專業，床邊教師需面對異於學校的挑戰，也影響專業認同。本研究目的為理解床邊教師在此跨領域合作的經驗及其專業認同發展。研究採質性研究，共邀請mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">9mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">位床邊教師，進行mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">1mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">－mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">3mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">次、每次mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">1mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">－mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">2mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">小時的深度訪談，以歸納式質性內容分析進行文本分析。結果顯示跨領域合作經驗面臨四項挑戰：mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(1)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">跨越專業的疆界，彼此面對無法預知的變動，而經歷相互摸索與適應；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(2)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">跨越教育的疆界，難以依循傳統教學型態與親師生關係，而需重新建構；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(3)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">親臨生死的疆界，衝擊教師角色定位與人性情感；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(4)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">跨出領域，使床邊教師無法依循既有專業領域建構自身定位。為此，床邊教師：mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(1)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">在變動混亂中，反思教育本質，而跨越原有角色框架，重啟非角色化的人性連結；mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">(2)mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">奠基於人性連結，床邊教師轉化混亂為創造，重構專業定位。本研究提供專業者於跨領域合作的經驗歷程，以及在跨領域合作的環境中，專業認同的變動與建構，並提出跨領域合作的專業認同發展架構與反思專業界線與權力，做為未來研究發展與實務參考。

關鍵字：床邊巡迴教師、專業認同、跨領域合作

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mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">專業工作者知悉疑似性侵害犯罪情事應依法通報相關單位，再加上其身負教育者及保護幼兒與早期預防幼兒發展性虐待模式的責任，因此，在其觀察到幼兒人際性行為時的評估與回應具有重要且深遠的影響。本文第一個部分是有關幼兒人際性行為的定義與普遍情形mso-ascii-font-family:標楷體;mso-hansi-font-family:標楷體;mso-bidi-font-family:"Times New Roman";
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mso-bidi-language:AR-SA">第二個部分回顧了實證研究中專業工作者對於幼兒人際性行為的評估與回應mso-ascii-font-family:標楷體;mso-hansi-font-family:標楷體;mso-bidi-font-family:"Times New Roman";
mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;
mso-bidi-language:AR-SA">；mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";
mso-font-kerning:1.0pt;mso-ansi-language:EN-US;mso-fareast-language:ZH-TW;
mso-bidi-language:AR-SA">第三個部分則是有關如何評估幼兒人際性行為，並針對幼兒正常人際性行為，如身體接觸與觸摸身體、暴露或窺視、性語言及性遊戲提出回應的建議，以幫助幼兒擁有健康的性發展，預防受到性虐待。在幼兒非正常人際性行為的回應上mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">，mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">則依據mso-fareast-font-family:新細明體;mso-font-kerning:1.0pt;mso-ansi-language:EN-US;
mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">Gail Ryanmso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">所發展出來的三個目標：促進溝通、發展同理心與願意負責任來提出回應建議，以降低幼兒發展性虐待行為模式的風險。本文建議應提供訓練予專業工作者mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">，mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">並進行本土研究以了解臺灣幼兒人際性行為的普遍情形mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">，mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
mso-bidi-font-family:"Times New Roman";mso-font-kerning:1.0pt;mso-ansi-language:
EN-US;mso-fareast-language:ZH-TW;mso-bidi-language:AR-SA">及專業工作者對該行為之評估與回應情形。本文之貢獻在提供一個架構讓專業工作者認識幼兒人際性行為並了解如何評估與回應，藉著教育與干預的過程，幼兒能夠擁有健康的性發展，也能夠降低現在或未來受他人性剝削或性剝削他人的可能性。

關鍵字：人際性行為、幼兒、回應、評估