研究者藉由兒子小虎與華德福相遇的成長故事,引發對華德福教師的好奇,並以一位資深華德福教師為例,進行師資培育歷程、生命教育實踐及生命轉變因素之個案研究。並從華德福教育、教師專業發展與生命教育的內涵進行研究探討。本研究以訪談逐字稿、觀察記錄、省思札記、開放式問卷和書面檔案資料等多重資料來源,進行資料分析與歸納,研究結果發現如下: 一、梅洲老師藉由人智學基礎課程、校內師資培育課程、國際師訓會議等華德福師資培育脈絡,孕育出生命領航者重要的特質。 二、梅洲老師運用融合生命教育內涵的華德福教育理念與課程進行對話,透過教學實踐及生活引導,呈現出生命領航者的精神。 三、華德福教師透過師資培育歷程和學生互動歷程引發生命轉變 (一)華德福師資培育歷程帶給梅洲老師生命與教育觀念的轉變。 (二)師生互動激發教師生命轉變。 四、教師生命轉變影響學生生命轉變 老師的生命轉變後,將生命教育的精神實踐出來,並與學生互動中引領孩子生命的方向,使孩子的生命也產生轉變。
This study began with a growth story of the researcher’s son’s encounter with the Waldorf education. The researcher chose a Waldorf teacher as research subject and tried to understand her teacher professional development, practices of life education, and factors of life change after she joined the Waldorf education. The research data collection came from open questionnaires, video-taping of the teachers’ teaching, interviews and feedback from students. All data was categorized and coded in sequence, and abstracted the relative concepts. The main findings of this study were as follows: 1. The Waldorf education of teachers is based on anthroposophical courses, domestic teacher education, and international teacher training to foster key features of life navigator. 2. Teacher May integrated life education within Waldorf education beliefs into the curriculum by ways of teaching practices and life guidance to represent the spirit of life navigator. 3. The Waldorf teacher education makes the teacher’s life and educational perspectives change. And the interaction between the teacher and students makes teacher life change. 4. The researcher found the impact of teachers life change on students life change. Especially after the teacher’s life changes, she naturally put the spirit of life education into her teaching practice. Therefore, she seems to navigate the life of students.