誰來接住未來的教師？社會情緒學習融入師培課程中師資生的家人關係改變歷程

Who Holds the Future Teacher? Pre-service Teachers' Family Relationship Change in a Teacher Education Course Integrating Social-Emotional Learning

本研究探究師資生在「社會情緒學習融入家庭教育課程」的家人關係轉化歷程。採解釋性序列混合方法，以家人關係量表前後測差值辨識改變軌跡，並55位師資生275份省思文本進行敘事分析。質性分析歸納三項催化策略：教師示弱示範、腦科學鬆土與具身化實作；量化分析辨識三類軌跡：躍升型（前測低、後測升）、守持型（前測低、後測平穩）與回落型（後測降）。三類歷程各異：躍升型將家庭體會直接帶入相處與教學（直接遷移）；守持型雖未準備好面對家庭議題，仍化傷痛為守護學生的力量（昇華遷移）；回落型在深度分享與饒恕書寫中看穿假性和諧，感同身受願為孩子撐傘（解構遷移）。三類殊途同歸，均統合個人家庭體悟與教學使命。據此，本研究將雙軌SEL共鳴模式擴充為「個人轉化軌—專業能動軌—生態防護軌」的三軌共鳴架構，對華人師培家人關係課程設計具實務意涵。

This study examines how pre-service teachers' family relationships change during a course that integrates social and emotional learning (SEL) into family education. Using an explanatory sequential mixed-methods design, we identified patterns of change from pre- and post-test difference scores on a family relationship scale, and then conducted a narrative analysis of 275 reflective texts written by 55 pre-service teachers. The qualitative analysis yielded three catalyzing strategies: teacher vulnerability modeling, brain-science ''soil-loosening,'' and embodied practice. The quantitative analysis identified three change trajectories: the Leap type (low pre-test, higher post-test), the Holding type (low pre-test, stable post-test), and the Fallback type (lower post-test). The three groups followed distinct paths. Leap-type teachers brought insights about their own families directly into their family relationships and their teaching (direct transfer). Holding-type teachers, though not yet ready to confront their own family issues, turned their pain into a strength for protecting their students (sublimation transfer). Fallback-type teachers, through deep sharing and forgiveness writing, saw through a surface harmony they had once believed in, and out of genuine empathy became willing to ''hold an umbrella'' for their future students (deconstructive transfer). Despite these different paths, all three groups converged in integrating personal family insight with a sense of teaching mission. Based on these findings, this study expands the dual-track SEL resonance model into a three-track resonance framework: the personal-transformation track, the professional-agency track, and the ecological-protection track, offering practical implications for designing family-relationship courses in Chinese-context teacher education.