【英文摘要】
This paper explores the process of my emotional self-regulation and self-development from the time I started working as a preschool supply teacher in 2017 to the time I became a public preschool teacher in 2019. During my search for suitable emotion regulation strategies through action research, I focused on Gross’s (1998) emotion regulation strategies of reappraisal, suppression, and distraction, in combination with the three steps advanced by Wu et al. (2011). These steps were being mindful, accepting, and expressing emotions as well as considering suggestions of critical friends, which I then critiqued and refuted using the ABCDE model of the school of rational emotive behavior therapy and Ellis’s (1984) irrational beliefs. From the very first year, I tried to be mindful of my emotions, and recorded them truthfully; simultaneously, during the process of literature search, I came to understand the predicaments of beginning teachers. Then I sought to enhance my own abilities through studying and learning and seeking the support of the teacher community, but without obtaining significant results. In the second year, with the assistance of senior team teachers, I persistently engaged in free writing, supplementing it with my critical friends’ feedback, which I subjected to analysis based on the ABCDE theory of the school of rational emotive behavior therapy and Ellis’ irrational beliefs. However, it was not until the accidental miscarriage, which drove me to the edge of physical and emotional collapse that I exhibited resilient mindfulness and awakening and developed the courage to come “face to face with grief.” With the end of my two-year career as a supply teacher, I wrote a new chapter of education in the capacity of a formal teacher. With lack of self-confidence and anxiety, I “reappraised” this surprise, and treated it as a vocation and blessing.
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