| 關 鍵 詞： |
性別平等；學生身體自主權；師生專業分際；師培生 |
| 中文摘要： |
繼 108 新課綱推動實施，「學生身體自主權」及「師生專業分際」已是學校教育納入之重要議題；近年來，有關師生關係不對等之社會案例也強化了社會對學生身體自主權和師生間界線的關注和反思。本研究採用質性個案研究法，以某國立大學6位師培生為研究個案，透過半結構式訪談及檢核表蒐集研究資料；本研究結果為：（一）師培生尊重學生身體自主權之實踐策略包含回應學生需求與個別差異、處理教學現場突發事件、及培養身體界線之認知與責任；（二）師培生實踐師生專業分際之具體做法包含專業認知增能、建立互信互敬關係、及維持專業角色分際；（三）師培生之教師管教輔導及倫理實踐行為於適當管教、輔導能力、專業倫理、及專業行為面向仍待增能。
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| 英文關鍵詞： |
gender equality；pre-service teachers；professional boundaries between teachers and students；students’ bodily autonomy |
| 英文摘要： |
Following the implementation of the 2019 Curriculum Guidelines in Taiwan, “students’ bodily autonomy” and “professional boundaries between teachers and students” have become important topics integrated into school education. In recent years, social incidents highlighting unequal teacher-student relationships have further heightened public awareness and reflection on students’ bodily autonomy and the boundaries between teachers and students. This research was conducted by using qualitative case-study approach, and six pre-service teachers from a national university were included as study cases. The research data were collected through semi-structured interviews with the use of checklist, and the findings are as follows: 1. Strategies for pre-service teachers to respect students’ bodily autonomy include responding to students’ needs and individual differences, handling unexpected incidents in the classroom, and cultivating awareness and responsibility regarding physical boundaries; 2. Concrete practices for pre-service teachers to maintain professional boundaries between teachers and students include enhancing professional awareness, establishing relationships based on mutual trust and respect, and maintaining professional roles and boundaries; 3. Pre-service teachers’ disciplinary, counseling, and ethical practices still require improvement in areas such as appropriate discipline, counseling abilities, professional ethics, and professional conduct.
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| 目 次： |
壹、緒論
貳、文獻探討
參、研究設計與實施
肆、結果與討論
伍、結論與建議
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