Abstract
ABSTRACT This study delves into teacher consultation in Taiwan, specifically how teacher-counselors support teachers with student-related issues, aiming to explore and elucidate a culturally relevant consultation model suitable for the Taiwanese school context. Through interviews with 89 participants, including 46 teacher-counselors, 30 teachers, and 13 teacher educators with expertise in consultation, the study utilized grounded theory to analyze qualitative data. It introduced the collaborative teacher consultation model underlying competence and awareness expansion and support, featuring brief structure, exploration and insight, action and follow-up, and reflection and growth. This model not only resonates with existing consultation frameworks that emphasize cultural context but also extends their possibilities of application in Taiwan by providing specific strategies tailored for practical implementation. Consequently, it offers a comprehensive guide for school personnel in both implementing the model and enhancing training programs.
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