The Research on Transformative Learning Process in Negtive Emotional Experience of Elementary School Teachers

[[abstract]]教師是教育工作的核心，教師情緒更是焦點中心。教師的情緒變化很容易感染班級的氣氛，甚而影響教學品質。國小教師與學生、家長及同儕的互動中，都可能為教師帶來許多負向情緒。負向情緒經驗的產生有其背後的觀點，國小教師如何反思負向情緒經驗背後的認知觀點是本研究關注的焦點。Mezirow的轉化學習理論認為，成人已經習得一套觀看世界的價值觀，但扭曲的意義觀點會使得個體遭受兩難困境。當國小教師帶著既有理所當然的態度與人互動，而造成負向情緒之困擾，進而察覺負向情緒背後的認知結構，透過反思與學習，形成新的意義觀點。本研究採質性研究，以半結構式深度訪談六位國小教師，探討國小教師反思負向情緒經驗背後觀點之轉化學習歷程。[[abstract]]Teachers are the core of education whose emotion is the center of education quality. Teachers ' emotion are able to influence classroom climate, even affect the quality of teaching. The negative emotions of elementary school teachers are subject to the interactions with students, parents and peers. Negative emotions result from individuals’ persist perspectives. This research focuses on how elementary school teachers reflect their persist perspectives which result negative emotional experience. Mezirow's transformative learning theory suggests that adults have learned a set of values, namely meaning perspectives, towards the world. However, if individuals encounter dilemma and whose perspectives are distorted, he/she may suffer from such disturbance. When elementary school teachers use their persist perspectives to interact with people, it may cause negative emotions. If teachers can reflect the perspective behind such negative emotional experiences, and learn to change their persist perspectives, they may reform new meaning perspectives and consequently, make a different state of emotions. This study adopts qualitative research approach using semi-structured in-depth interviews with six elementary school teachers. It aims to explore teachers’ transformative learning process regarding how they reflect persist perspectives behind negative emotional experiences and establish new ones afterwards.[[note]]碩