全球教育展望

这是一篇以教师指导者为第一人称的叙事。通过回溯近三十年来的“受教”经历，教师指导者讲述了自身对“教师”的信任无法持续的困境。借助“不信任不是信任对立面”的视角转化，以及“双向道德责任”的主体性唤醒，辅以叙事工作坊学习体验到的信任构建要素，连带出起身行动的力量。作为教师指导者，通过反观自身的受教经验，能为指导者与教师的相遇营造诚心诚意的切身之感，助力教师与指导者在叙事学习中共同成长。

This article presents a first-person narrative from the perspective of a teacher mentor. By recalling and reflecting on nearly three decades of experiences as a learner, the teacher mentor recounts the dilemma encountered in sustaining an ongoing sesnse of trust in the figure of “the teacher”. Through a shift in perspective that distrust is not simply the opposite of trust, and an awakening to the subjectivity of bidirectional moral responsibility, together with key elements of trust-building experienced in narrative workshops, the author describes how the strength to take action gradually emerged. For teacher educators, revisiting and reflecting on their own experiences as learners can help cultivate sincerity and a genuine sense of connection in their encounters with teachers, thereby supporting the shared growth of both teachers and teacher mentors through narrative learning.