本研究探詢誰從事學校輔導工作？聚焦於國中輔導教師，瞭解其任教動機以及職前培育經驗，研析職業選擇與其影響因素、師資培育多元化的效應。採取立意取樣，招募任教五年以上、願意分享工作經驗之國中輔導教師，極大化其異質性，最後募得19位參與訪談，蒐集豐富語料，進行資料分析。結果發現受訪教師之任教動機可歸納為三點：一、學經歷與法規相符；二、對輔導工作有興趣；三、歷經其他工作對照。關於職前培育，則歸納發現三點：一、師資培育管道多元，正統本科仍存人心；二、不同背景各有優勢，個人特質才是核心；三、實務導向備受重視，自我動能最為關鍵。進一步應用Lortie對教職的社會學分析所提出的吸引資源、促進資源，討論前述任教動機，援引教育部師資培育政策及國內相關文獻，思辨多元培育與資格放寬的弔詭。最後提出二點反思：一、任教動機不只是個人的，也是社會的；二、職前培育有其重要性，但也有其侷限。

This study intends to inquire into the question who works as guidance teachers in schools, focusing on the junior high level. It attempts to understand why they chose such a teaching job and how they were prepared for it. Purposive sampling is adopted to recruit those who have taught more than five years and are willing to share their experiences. Nineteen such teachers with various backgrounds participate in individual interviews, which result in rich data. After immersion/crystallization analysis, the research findings are as follows. What motivates the participants to become junior high guidance teachers includes qualification, interest, and working experiences. With respect to teacher preparation, three themes stand out. Firstly, even though the participants have gone through diversified teacher cultivation, the idea of orthodox or major seem to still be deeply rooted. Secondly, people from different majors have their own advantages, but what matters most is personality traits. Thirdly, practice-based teacher preparation is emphasized, but it is individual agency that counts. Lortie’s sociological analysis on teaching inspires the further discussion of motivation mentioned above. Teacher cultivation policy and relevant existing literature help to reflect on the paradox between diversified cultivation and relaxed qualification. This article concludes with two reflections: 1. Teaching motivation is not only personal but also social. 2. Pre-service teacher education is crucial but has its limitations.