Abstract
The purpose of this study was to explore the content and processes of elementary school teachers’ experiences of employing counseling knowledge, attitude and skills to help students in teaching fields. Teachers with good guidance and counseling competence could lead students to effective learning and development. This study utilized a qualitatively phenomenological method with in-depth interviews of ten elementary school teachers（age range 23-28）who led their classes. Participants were in programs of guidance and counseling on university campuses, or under the guidance training of expertise accreditation of elementary school teachers. Four themes were emerged from data analyses:（1）the content of teachers’ usage of guidance and counseling competence（knowledge, skills and attitude）,（2）teachers’ practice of guidance and counseling competence to influence their teaching styles,（3）teachers’ practice of guidance and counseling competence to construct their framework of humanistic nature, and（4）the incongruity of concepts between counseling and teaching. Generally, the findings of this study supported that teacher participants, with guidance and counseling competence, had changed their perspectives on humanistic nature, and had cherished the uniqueness and timing of development in every individual student. These experiences reduced their sense of frustration. Participants also addressed the discrepancy of concepts between counseling and education. The findings of this study supported that teachers should learn and apply counseling knowledge, attitude, and skills to assist students in teaching fields. Researchers might create implementation frameworks and operational procedures of guidance and counseling in teaching fields, and could integrate strengths of and resolve or mediate potential discrepancies between counseling and education.