以心靈調適與賦權作為大學社會責任實踐策略之經驗――以國立屏東大學師培USR「偏鄉關懷共好力」子計畫為例

Strategies for Implementing University Social Responsibility in Teacher Education: Insights from the Experiences of National Pingtung University

本文以國立屏東大學師資培育中心執行師培USR「偏鄉關懷共好力」子計畫為例，探討師資培育大學如何透過社會責任之實踐回應偏鄉教育的挑戰，並以「虛實共伴」、「賦能聽見」、「療癒韌性」及「知識共做」作為四項計畫執行的策略，藉以改善過往地方教育輔導工作之不足。研究者透過「虛實共伴」的策略結合數位平台與實體活動，促進不同世代教師的交流與社會資本的獲取與累積、而「賦能聽見」的策略則是透過提供偏鄉教師媒體近用的機會，提升偏鄉教師與偏鄉教育議題在大眾媒體被聽見的可能性，也透過自我敘說偏鄉教育故事的方式來達到賦權與自我療癒的效果、「療癒韌性」策略則透過導入不同與多元之身心靈調適媒材，協助偏鄉教師與師資生應對高壓之工作環境以達到身心靈平衡、而「知識共做」策略則是以案例故事的形式記錄教師在偏鄉學校所累積的實務經驗，並作為師資職前教育的案例討論用書，藉以縮短師資生所感受到之理論與實務的落差。此外，由於本文是目前少數針對大學執行師培USR計畫所進行之研究，因此相關的研究限制及對未來的建議也都會在文中進行梳理與討論。

This study uses the case and implementation experiences of Teach¬er Education USR at the National Pingtung University as an example to explore how university can address the challenges of rural education through social responsibility programs. The project is implemented us¬ing four core strategies:“Blended Companionship,”“Empowered Voices,”“Healing Resilience,”and“Collaborative Knowledge Creation,”aiming to improve shortcomings in previous local educational policy efforts. The“Blended Companionship”strategy integrates digital platforms with in-person activities to facilitate intergenerational teacher exchanges and the accumulation of social capital. The“Empowered Voices”strategy pro¬vides rural teachers with opportunities for media access, increasing their presence and the visibility of rural education stories for wider audiences, while fostering empowerment through self-narrated by teachers about their lives and experiences in rural schools. The“Healing Resilience”strategy incorporates diverse mental and physical well-being practices to help rural teachers and pre-service teachers manage high-pressure work environments and achieve balance. Lastly, the“Collaborative Knowl¬edge Creation”strategy documents practical experiences accumulated by teachers in rural schools through case-based teaching, which serves as case study material for teacher education programs, bridging the gap be¬tween theory and practice for pre-service teachers. In addition, as this is the first empirical study focusing on the implementation of teacher edu¬cation USR (University Social Responsibility) projects by university, the study also outlines and discusses the relevant research limitations and provides recommendations for future research.