以臺北市河堤國小的演教員社群作為研究個案，探討演教員社群於實踐歷程中，連結劇場與生活，促成生活轉化的可能性。以Moreno 角色理論的觀點，作為主要的研究理論援引，解析演教員如何透過積極運作三層故事－生活故事、戲劇故事、互動現場的故事，從取得角色、扮演角色，走向創造角色，進而擴展自我的生活角色。 研究結果發現，藉由參與教育劇場的活動，將可擴展個體的生活腳本。一、角色扮演促進演教員的自我理解與開展；二、身份的轉換澄清演教員的自我價值觀。當個體在教育劇場的經驗中，主動感知自我的生活問題，即意謂著個體肩負起扮演自我人生腳本「主角」的責任，其轉化的歷程也就於焉展開。

This thesis aims to explore the possibility of self-transformation through the process of actor-teachers practicing to connect theater and life, by a case study of the community of actor-teachers in the Taipei City Embankment Elementary School. Based on the viewpoint of Moreno’s Theory of Roles, this thesis discusses how actor-teachers take roles, play roles and create roles to extend the self-role catalogue by operating the three stages actively: real life, drama and the interactive site of TIE. The findings of this thesis are as follows: 1. Role-playing can promote the self-understanding and the self-development of actor/teachers. 2. Role-shifting can clarify self-values of actor/teachers. By participating TIE, the self perceives the self-life problems actively, which means that the self takes up the responsibility of the ‘protagonist’ of the self-life script, thus setting out on a transformation journey at the same time.