本文首先由敎師心智活動狀態的論辯中，說明了敎師情緒感受的重要性不下於敎師思維，然而敎師情緒感受的研究在以往較受忽視。文中以良心為例，分析其本質及其重要性，闡明類似這樣的一種情緒感受與敎師自我及敎師整體工作的關聯。同時討論良心的兩種情形：集體的、附和的良心體驗是不好的，有罪惡感的；個人的、直覺的良心體驗是好的，有正直感的。接著，說明陷敎學良心於不安的五個陷阱：追求技術化的專業專門知識、強調集體性與齊一性的績效、敎學工作的開放性及不確定性、追求完美主義的角色、自我犧牲。進而，提出化解敎學良心陷入不安的對策：專業上的深度反省，把應放在學生身上的時間和心力移回來；容許個體性的自主展現，讓敎師依師生互動之實際情境來作適性敎學，免於昧著良心作些敎學倒錯的事情；發揮學校環境中的輔助系統等，減少工作開放性及不確定性之困擾；以理性信念克服完美主義；以追求某些與學校完全無關的活動，擺脫只知有學生而不知有自己之迷思，讓自己的健康和情感需求成為真實，成為有能力關懷學生的動能。這些實為化解敎學良心陷入不安及調適敎師情緒感受之良策。

This study explains that teachers' emotion feeling are as important as teachers' thinking on their mental states. However, some research on teachers' emotion feelings were neglected in the past. This study tries to show that the emotion feelings of teachers should be studied. At first, the study analyzes the nature and importance of conscientiousness, which have relationships with teachers themselves and their work. Further, the author indicates that conscientiousness can be separated into two types: (1) Collective, repeatable conscientiousness is not good; is like guilt. (2) The experience of individual, intuitional conscientiousness is the correct way, the rightness. There are five conscience-stricken traps of teaching: (1) Only to pursue the special knowledge of professional technology; (2) Only to emphasize the results of collective unity; (3) Only to confront the open-endedness of teaching; (4) Only to pursue personal perfection; (5) Only to be self-sacrificing. In order to decrease these conscience-stricken traps of teaching, the study tries to provide some solutions: (1) making in-depth reflections on the professional field. Teachers need to use more professional reflection instead of putting the whole time on students; (2) Permitting teachers who had personal freedom to perform their fitting aptitude teaching on teacher- students interaction to decrease the missing without conscientiousness; (3) Developing assist systems in the school environment to reduce disadvantages of open-ended teaching; (4) Overcoming perfectionism by rationality; (5) Developing other activities which have nothing to do with school activities so that teachers can know themselves and their emotions. These aids might be good strategies to adjust teachers' emotion feelings and reconcile conscientiousness-stricken traps of teaching.