Positive psychology (PP) is the study of the role of positive emotions in optimizing performance. In response to a dearth of research on harnessing the potential of PP in enriching language teacher education, the present study aimed at integrating PP into an English as a foreign language teacher education program to assess its effects on the development of positivity among teachers and possible improvement in their instructional practice. To that end, first the PERMA-Profiler was administered to 25 teachers, who were about to attend a teacher training course. The results of this phase revealed the need for an intervention to raise three focal participants’ awareness of the tenets of PP since they scored below the mean on the scale. During the second phase, the three focal participants were trained in the principles of PP for six weeks. They were also asked to write reflections about the instruction they received on a weekly basis. Thematic analysis of their reflections indicated that the teachers formed positive emotions, engagement, relationship, meaning, and accomplishment, which resulted in their enhanced instructional practice. Moreover, the participants believed that the intervention helped them actively engage with the main teacher training course. The findings imply that PP has the potential to enrich teacher education programs.

积极心理学（PP）是研究积极情绪在优化绩效中的作用。针对缺乏利用 PP 丰富语言教师教育潜力的研究，本研究旨在将 PP 纳入英语作为外语教师教育计划，以评估其对教师积极性发展的影响以及可能的改进在他们的教学实践中。为此，首先对 25 名即将参加教师培训课程的教师进行了 PERMA-Profiler 管理。这一阶段的结果表明，需要采取干预措施来提高三名焦点参与者对 PP 原则的认识，因为他们的得分低于量表的平均值。在第二阶段，三名重点参与者接受了为期六周的 PP 原理培训。他们还被要求写下每周对所收到的指示的反思。对他们反思的主题分析表明，教师形成了积极的情绪、参与、关系、意义和成就，从而增强了教学实践。此外，参与者认为干预措施帮助他们积极参与主要的教师培训课程。研究结果表明，PP 有潜力丰富教师教育项目。