一位初任教保服務人員以合理情緒治療改善自我效能之行動歷程

The Actions of a New Preschool Educator Undertaken to Improve His Self-Efficacy

本文以生命敘說，描述我於2017至2019年初任教保員時，以Bandura自我效能論、Ellis合理情緒治療為主軸，透過實務慎思與批判解放取向之行動研究，輔以三位批判諍友的回饋，進行自我效能的改善之旅。起初我周旋於自負的心理，不願採納他人建議，無法有效改善自我效能；而後經由閱讀文獻、使用《幼兒園教保活動課程大綱》與《幼兒園課程與教學評估表》為參考依據、省思札記書寫、與批判諍友專業對話，我開始駁斥心中非理性信念，並逐一檢視工作流程與效能感。這趟自我關照的旅程，歷經受挫、撞牆、嘗試、震盪與穩定等五個時期，使我淬鍊出對生命的體悟，並逐步建立穩定的自我效能，邁向未來發光發熱的幼教生涯。

This article describes my life from 2017 to 2018 using Bandura’s self-efficacy and Ellis’s rational emotive behavior therapy as the main axes, with practical thoughtful and critical liberation-oriented action research supplemented by feedback from three critical friends; it represents a journey of self-efficacy improvement. At first, I dealt with arrogance, unwillingness to adopt other people’s suggestions, and the inability to effectively improve my self-efficacy. After reading the literature, considering the “Early Childhood Education and Care Curriculum Framework”, “Preschool Curriculum and Instruction Rating Scale” as references, writing reflection notes, and engaging in dialogue with critical friends, I began to refute the irrational beliefs in my mind and examined work processes and sense of efficacy bit by bit. On this journey of self-care, I experienced five periods of setback: hitting the wall, trial, instability, and stabilization, developing an understanding of life, and maintaining stable self-efficacy, eventually becoming a remarkable preschool teacher.