華德福教育創始學者Rudolf Steiner在1919年為成立第一所華德福學校所開辦的教師訓練課程中首重教師對於氣質理論的理解。本研究的目的是教師即研究者對自我氣質類型的覺察、轉化與運用表現在教學行為上，所產生的教學反思與對學生學習影響之探究。本研究採用自我敘述方式，進行為期一年半的時間探究研究者本身的天生氣質類型與後天的氣質轉化，檢視教學歷程中產生的問題與困境，發展滾動式改善教學方式於教學實務中。本研究的核心問題為「教師對自我氣質類型的覺察、轉化與運用表現在教學行為中，對教師與學生產生甚麼樣的影響？」研究結果顯示：教師自我氣質類型覺察、探究與轉化的歷程，應用在「做中思」（reflection in-action）的教學實踐中，有助提升教師自我成長並進而改善學生的學習行為與態度。

Rudolf Steiner founded the first Waldorf school in Germany in 1919. In the first teacher training course, he emphasized that the most important task of the educator and teacher is to know the theory of temperament and recognize the students’ temperaments. Therefore, the purpose of this research aims to explore the teacher/researcher’s temperament type and how it was transformed under facing the teaching and the students’ learning responses. This study adopts self-narrative research and builds a rolling teaching method to examine and analyze the researcher’s temperament type in different teaching situations. The core question of this study is “What kind of influence do the teacher’s awareness, transformation, and application of self-temperament types in teaching behaviors have on teachers and students?” The results show the teacher's understanding of self-temperament and practicing “reflection in action” in teaching will improve teachers' self-growth and students' learning.