本研究採自我研究，旨在探究研究者自身作為一位大學師資培育者（以下簡稱師培者）接受正念訓練後，覺察課室經驗與師生關係出現了哪些轉變，並進一步了解學生對課堂中融入10分鐘正念活動的體驗為何。此外，本研究亦關心，師培者如何根據學生與教師專業發展團體的回饋，調整正念活動設計，以深化學生的正念體驗。研究者同時身兼師培者、正念實踐者與課程設計者，在授課過程中導入正念活動，並與三位同屬教育學院的師培者共組教師專業發展團體。資料來源包括研究日誌、學生學習檔案及教師專業發展團體會議記錄，並採主題分析作為資料分析方法。結果顯示，師培者在課堂中展現更多等待與陪伴，重燃教學熱情，並減少與學生的對立互動。學生回饋正念活動有助於提升情緒覺察與接納、穩定情緒、專注當下，並促進生活品質與專業成長。根據學生與教師專業發展團體回饋，研究者調整活動設計，強化正念與課程目標的連結、重複實施相同練習、分享個人正念經驗，並允許學生以適合自己的方式參與，以深化學生對課堂中融入正念活動的體驗。

This self-study research aims to explore, after undergoing mindfulness training, how the researcher, serving as a university teacher educator (hereafter referred to as the educator), perceives the changes in classroom experiences and teacher-student relationships. It further investigates how preservice teacher students experienced the integration of 10-minute mindfulness activities into classroom sessions. Additionally, the study examines how the educator adjusted the design of mindfulness activities based on feedback from students and a professional development group of teacher educators, in order to deepen students’ mindfulness experiences. The researcher took on multiple roles as a teacher educator, mindfulness practitioner, and course designer, bringing mindfulness activities into the classroom and collaborating with three other teacher educators from the same college in a professional development group. Data sources included the researcher’s reflective journals, students’ learning portfolios, and meeting records from the professional development group, all analyzed using thematic analysis. Findings revealed that the educator demonstrated greater patience and presence in the classroom, rekindled enthusiasm for teaching, and reduced oppositional dynamics with students. Students reported that the mindfulness activities enhanced their emotional awareness and acceptance, stabilized their emotions, improved focus, and contributed to both their quality of life and professional growth. Based on feedback from students and the professional development group, the educator refined the activity design by strengthening the connection between mindfulness and course objectives, repeating the same practices across weeks, sharing personal mindfulness experiences, and allowing students to engage in ways that suited their individual needs—thereby enriching their experience of mindfulness integrated into the classroom.