我是一位幼教的師資培育者，長期關注幼教師的專業發展，企圖透過以協作敘事取徑促進幼教師的專業發展。本研究採敘事探究方法，邀請一所幼兒園的八位幼教師，組成「幼教師協作敘事團體」歷時一年半，透過觀察、訪談與文件分析的方式蒐集運作歷程中的資料，並運用主題分析法加以分析，目的在了解幼教師專業成長團體關係的建立歷程，並探究團體關係建立的關鍵因素。根據研究結果與發現，本研究提出團體關係建立的策略與原則，團體關係建立的轉化關鍵為，關係的建立從關懷與關注啟始、關係建立的暖化從協作者身分的跨越開展、凝聚力的關係建立促發協作者和研究者的同行與結盟，以及關係建立的升溫從研究者身分的解構展開；提出協作者、研究者身分與團體關係為齒輪效應的關係。

As a teacher educator, I have long concerned myself with the professional development of preschool teachers. In this study, a collaborative-narrative approach was used to facilitate the professional development of preschool teachers. I invited eight preschool teachers from a preschool, to form a “collaborative-narrative group” that spanned a period of 18 months. This study adopted narrative inquiry. Data involving the process of the collaborative-narrative group were collected through observations, interviews, and document analysis, followed by a thematic analysis method to examine the collected data. Based on the results obtained, this study proposed some strategies and principles for the establishment of team relationships. It was noted that the establishment of team relationships included the following transformational stages: care and concern from the very beginning, followed by warmer relationships resulting from the unfolding of the collaborators’ identities, that led to team cohesion promoting the cooperation and alliances between the researcher and the collaborators, and finally, the intensity of team relationships continued to rise as the researcher’s identity was deconstructed. In addition, it was pointed out that the relationships among the collaborators’ and the researcher’s identities and the entire team were the same as gear effect relationships.