| Summary: | 博士 === 國立中正大學 === 成人及繼續教育研究所 === 104 === This study explores the guiding process and self-directed learning of elder voluntary docents in museums with triangulation in Saukko's cultural research methodology. By participant observation and in-depth interview in qualitative researches, the purposely samplings are six voluntary docents with ages of sixty or older, and two years or more experiences of docents. The research fields are National Museum of Taiwan History, which holds regular exhibitions and The Prison Museum, a cultural historical spot and the six research subjects are selected from the two museums with three of each.
The theory of self-directed learning, developed by Guglielmino, is adopted in this study. There are four elements in this theory, in which the opinions of Merriam and Carrarella are also discussed for the element of result. The findings of this study are as follows:
1. Substantial elements:
The prior employment of these research subjects is based on oral expression.
The educational degree of these subjects is regular degree.
These subjects all take on more than one voluntary work, and most of work is
being a cultural docents.
2 . Personality elements:
(1) Opening learning
A. Learning occurs both inside and outside of the museums.
B. Learning is not only from the preparation for the tour, but also the Q&As of the visitors.
(2) The self-concept of effective learners:
A. Convincing himself/herself that “I am the best” while guiding a tour.
B. Using self's strength and constant learning.
(3) Independent and active learning
A. Giving up some areas of learning is not equal to putting learning away.
B. Sometimes difficulty is an encouragement rather than an obstruction in learning.
(4) Sense of responsibility
To encourage volunteers' thinking and exploration in history and regulations.
(5) Being fond of learning
Enjoyment of learning will keep the volunteers away from TV programs, chatting with others, and so on.
(6) Creativity
Creativity can be seen everywhere, such as the beginning of introduction, guiding people with special needs and so on.
(7)Prospect
(8) Ability to develop research and problem-solving skills.
3. Process element
The influence from the museums some are clear, and the others are ambiguous. Besides, the systems in the museums may help or impede the guide of the docents.
4. Outcome element
(1) The less self-directed learning , the more stereotype of the guide will be, and vice versa.
(2) Ideally, the reflection of learning can promote the view that learning knowledge and interaction with others are sometimes in common. Some ideas can be interacted between the docents and visitors through the process of guiding.
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