本研究以詮釋現象學為方法指引，以高雄市五位正式編制內的床邊教學老師為研究對象，透過五位研究參與者半結構深度訪談的文本資料，進行視域化的綜合分析，以還原五位床邊老師的經驗現象本質，並詮釋本質背後的深層意義。 文本透過「床邊教學的處境」與「床邊處境下的教學」兩部分進行詮釋與分析，發現床邊教學的經驗有以下主要特徵：（1）與無常經驗共「在」是床邊教學的重要本質；（2）床邊老師真正碰觸到「死亡」的經驗，是其教學歷程的重要門檻經驗；（3）床邊老師與孩子、家長的關係是一種以面對面情蘊為主的關係；（4）床邊教學的教育必須是以當下為主，不能全部指向未來。 本研究發現可提供教育主管機關、特教師資培育機構、醫療院所的兒癌病房具體之建議，期望能幫助床邊敎師獲得更多的理解與關注，對相關領域日後在研究與實務方面能有所助益。 This research is guided by hermeneutic phenomenology and takes five official bedside teachers in Kaohsiung as the study cases. The script is synthesized and analyzed based on the data collected through semi-structural deep interview of the five bedside teachers’ experience. It Involves a horizon-visioning process in order to reduce the essence of the subjects’ experience and interpret the deeper meanings embedded therein. The research text is interpreted and analyzed in terms of five teachers’ “beside teaching situation” and “teaching under beside situation.” It is found that the bedside teaching experience contains the following five main characteristics: firstly, “being” with transient experience is the essence of bedside teaching; secondly, encountering death experience is the “liminal” experience in their teaching process; thirdly, the relationship between bedside teacher, kids and parents is “face to face” and affectedly imbued; fourthly, bedside teaching education should be present-oriented, instead of future-oriented. The research findings can offer substantial suggestions to the educational institution, special education teacher center for faculty development and children cancer hospital. It is hoped that our knowledge of bedside teachers and concern for them will be thereby improved, and further researches along with daily practice in the relevant areas could be benefited as well.
