阿德勒心理學與正念覺察在職前教保服務人員培訓課程之實踐與反思

The Practice and Reflection of Adler’s Psychology and Mindfulness Awareness in Pre-Service Training Programs for Preschool Educators

本研究旨在探討阿德勒心理學和正念覺察在職前教保服務人員培訓課程的實踐，並探究其對職前教保服務人員情緒覺察和調適能力的影響。作者以2022年開設之教師情緒管理課程的24位學生為對象，設計14個結合阿德勒心理學與正念覺察活動之主題，並透過行動研究之動態循環歷程，從中反思和調整教學行動。研究發現阿德勒心理學與正念覺察之情緒管理課程的實踐，能有效提升職前教保服務人員對課程活動的參與和學習，並促進其在情緒管理方面的學習和改變。研究結果顯示教學行動對職前教保服務人員的影響包括：（一）增進自我情緒覺察與探索的能力、（二）提升自我情緒調適的能力、以及（三）促進反思與因應情緒的能力。

This study aims to explore the application of Adler’s psychology and mindfulness awareness in pre-service preschool educators' training programs and investigate their impact on the emotional awareness and adjustment abilities of pre-service preschool educators. The researchers targeted 24 students enrolled in a teacher emotional management course offered in 2022, designing 14 themes that combined Adler’s psychology and mindfulness awareness activities. Through the dynamic iterative process of action research, the researchers reflected and adjusted teaching actions. The study found that the practice of emotional management courses integrating Adler’s psychology and mindfulness awareness effectively enhanced pre-service preschool educators' participation and learning in course activities, and promoted their learning and changes in emotional management. The results of the study showed that the impact of teaching actions on pre-service preschool educators included: (1) enhancing self-emotional awareness and exploration, (2) improving self-emotional adjustment abilities, and (3) promoting reflection and coping with emotions.