本研究以詮釋現象學研究法為引導，以在國小服務、將扯鈴做為教學的扯鈴賦能教師為研究對象，透過四位研究參與者的半結構深度訪談取得文本資料，然後針對訪談內容進行文本分析。在社會文化的底景脈絡下，著重心理學觀點的探討，呈現扯鈴老師在指導學生的過程中教師信念及教學實踐轉化之研究。 本研究透過四位扯鈴老師的教學體驗發現，他們在實踐過程中經歷的教學轉化特徵是：（1）多重角色的學習與承擔；（2）化邊陲逆境為學習優勢；（3）潛能啟發及賦能為教學之回饋。（4）理念堅持成就人格教育典範。 本研究對於目前教育現象，提供另一個面相，希望能對近幾年紛紛擾擾的教育問題，呈現另一種單純老師與學生之間的關係，也讓非主流課程的教學經驗做初步還原與解析，改變大眾的刻版印象，提供教育單位及有關人士另一個不同的思考方向。 This study is based on interpretative of phenomenology as its research foundation. The research participants are teachers empowering students through teaching diabolo in the elementary schools. Data collections were through semi-structured depth interviews with four participants. The content of the interview texts were then analyzed. Against the social and cultural background, the texts were analyzed mainly from the psychological point of view. The focal point of research analysis was placed on the transformation of teachers' beliefs and teaching practice in the process of guiding students. The findings of the research are the four transformative characteristics of those teachers’ teaching experience. They are as follows: (1) learning skills and taking responsibilities in assuming multiple roles; (2) transforming marginalized situations into educational advantages; (3) activating and empowering students’ potential is the greatest reward; (4) shaping personhood by way of insisting ideals. In recent years, there have been quite a lot of problems existing in the education system. The study provides an alternative viewpoint to the current education problems by way of delineating the primordial relationship between teachers and students expressed in the non-mainstream teaching courses. Perhaps the public impression on education can be changed accordingly, and the current problems in our education system be thought differently.
