| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 102 === The study is aimed to investigate the learning experiences and reflections of master students pursuing counseling in counseling ethics education. The purposes of the study include: 1. To understand the learners’ knowledge learned from counseling ethics education. 2. To find out factors influencingthe learner’s experiences. 3. To describe how the learners form their learning experiences about counseling ethics.
Through semi-structure interviews, 6 master students pursuing counseling participated were asked about their learning experiences in the counseling ethics courses. Based on the narrative inquiry, the data was analyzed through the narrative cycle which is to recognize, organize, and develop the data, and finally discussed through holistic-content and cross-narrative thematic analysis.
The results of the study are as follows:
1.The learners can learn soft and hard knowledge about counseling ethics. Hard knowledge includes the core meaning of counseling ethics and the way of thinking when making an ethical decision; on the other hand, soft knowledge includes the teachers’ experiences and attitudes and the learners’ awareness of their own value system.
2.Concerning the learners’ learning experiences, soft and hard knowledge are substantially different. Hard knowledge is specific and consistent while soft knowledge is obscure and difficult to learn. Furthermore, the latter has long-term effects and is related to the learners’ ethical thinking and morality. However, the learning outcome of soft knowledge is relatively restricted compared to hard knowledge.
3.The learners’ experiences are influenced by the course content and design, the teacher’s guidance and sharing, personal factors, and discussion with other classmates. The course content and design will increase the learners’ motivation; the teacher’s sharing will influence the learners’ ethical attitude; the learners’ personal factors will influence their condition of learning and understanding; and finally, discussion with other classmates will provide them an opportunity to reflect their own thinking.
4.The learners’ learning experiences are formed through dialogue to create an accumulative process when one’s faiths are shaken and challenged continuously. For the learners, to experience the learning process means more than to memorize the course content solely.
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