本研究旨在探討修復式正義工作者的教育訓練，與他人合作經驗的學習，以了解培訓者的專業訓練與助人經驗以及跨領域學習之內涵。研究採用質性研究取向，並運用半結構式訪談進行1~2 次、每次約1~1.5 小時的訪談，經由中華修復促進協會培訓為正式促進者，且已有接案經驗與正在接受督導者。依據研究目的與研究問題，整理出研究參與者培訓中印象深刻之各項經驗，在執行修復程序時曾經遭遇的困難，將個別訪談資料統整與編寫呈現，最後進行綜合討論。研究結果發現如下：
一、促進者對於跨領域的學習投入，需要有力的支持與督導成長
1. 促進者對於助人技巧的養成與學習，需要有家人及朋友的支持、鼓勵。
2. 促進者對修復式正義的投入，需要志同道合與協會的支持、協助。
3. 促進者對培訓的認知與理解，需要督導大量時間的解惑與陪伴。
二、促進者投入修復式正義培訓與實務具有正向經驗
1. 促進者大膽的建議與要求學習的機會，是讓實務工作更有效率與精準。
2. 促進者透過助人合作的歷程，為當事人創造不同以往的經驗。
3. 促進者養成學習觀察自身的感受，且與督導透過協助與討論分享經驗。
4. 促進者感受助人行為是好的，將其觸發學習與應用，移轉到當事人身上。
三、促進者與他人合作具有良好的學習經驗
1. 在團體中有熟識的關係，在同儕的合作學習過程才會有看齊與修正。
2. 促進者透過整合且利用合作經驗的學習，創造出最大的福祉與利益。
3. 促進者從實務中經驗到能力感，體驗與當事人合作的成效。
根據研究結果與發現，提供予修復促進者與相關培訓單位未來專業訓練之參考，且供未來的研究者相關議題方向的參考。
The purpose of this research is to explore the training process of restorative justice facilitators and their experiences of cooperation with others, to understand the professional training, helping experiences, and the cross-field learning of the trainees. The research adopts the qualitative research method, and the semi-structured interview was conducted one to two times, for 1 to 1.5 hours each time. The participants are qualified facilitators who had been trained by the Chinese Association for the Restorative Justice, having experience in consultation and learning under supervision.
According to the research purpose and research questions, it displays the various impressive experiences of the participants during the training courses and the difficulties they encountered while adopting the restorative procedure. The data has gathered from the individual interview, and the conclusion is at the end of the research. The research findings and results are as follows.
I. The firm support and adequate supervision are the main reasons that the facilitators constantly have high motivations for cross-field learning.
1. The support and encouragement from the family and friends are necessary for the facilitators’ development and learning of the helping skills.
2. The support and assistance from like-minded people and the association are significant to the facilitator's passion for restorative justice.
3. The comprehensive instructions given by the supervisors are essential to the facilitator's awareness and understanding of the training courses.
II. The valuable experience that facilitators gained in restorative justice training and practice.
1. The facilitators' broad recommendations and high motivations in learning lead to a more efficient and established practice.
2. The facilitators helped their clients to have distinctive experiences through the process of collaboration.
3. The facilitators cultivated an interest in experiencing their feelings and had discussions during supervision.
4. The facilitators had positive feelings about helping others and would be willing to apply the skills learned to their clients.
III. The great learning experience of the facilitators in cooperation with others.
1. Intimate relationships among the training group would be mutually beneficial to share knowledge and receive feedback between peers.
2. The facilitators contributed to human well-being and benefits through the integration and cooperation of training experience.
3. Through professional practice, the facilitators believed that they were competent to achieve greater efficiency while working collaboratively with their clients.
Recommendations for future research, restorative justice practitioners, and relating associations are made based on the results above.
