教保人員（含教師、教保員、助理教保員）因課程轉型之負向情緒是幼兒園經營之一大挑戰，特別是面臨少子女化社會變遷，為提升競爭力而踐行課程轉型之際，教保人員情緒勞務負荷倍增而致使問題浮現。較少有關共學的研究從情緒層面著手，尤其涉及知識管理。本文以實施課程轉型之四所幼兒園為場域，探索其如何以跨組織共學社群關照教保人員面對課程變革之負向情緒，協助其成員提升情緒調節能力，採多重個案研究取向，參與人員含園長及教保人員共計30 人和跨組織共學社群領導者2人。蒐集資料包括共學社群成員互動與交流紀錄、省思日誌、訪談、參與觀察等。初步研究結果：(1) 關照教保人員情緒之教師專業發展採跨組織共學社群模式運作，有助於因應幼兒園課程轉型之教保人員情緒勞務；(2) 跨組織社群緊密連結各園內部教學實踐，有助於園長持續關照教保人員之負向情緒，是教保人員情緒轉化的推手；(3)上述園長形塑組織正向情緒的持續發展成現三種不同類型。

Kindergarten supervisors face great challenges when dealing with the negative emotions felt by preschool staff during curriculum restructuring, as changes implemented to deal with the declining birth rate and resultant social change increase the staff workload. Few studies of co-learning communities have focused on emotional aspects, particularly on knowledge management. This study aimed to explore how teachers’ negative emotional responses were transformed through a co-learning community of four kindergartens during the process of innovational curriculum reform. Thirty participants were involved in this study, including 26 teachers, 4 principals and 2 external leaders. The data collected over a three and half year period included community interactions, teachers’ reflection notes, interviews, participant observations, etc. The main findings are: (1) The co-learning community across the four preschools, in conjunction with the community within each preschool enhanced the emotional awareness of both the principals and the teachers, and their capability to reduce negative emotions, (2) The broader co-learning community, drawing on the teaching practices of each staff, helped enhance the principal’s ability to care for the teachers’ negative emotions and thus played a major role in the staff’s ability to transform their emotions. (3) Three different models were identified during the process by which principals could foster positive emotions in their organizations.