本研究的主要目的，在於結合協同行動研究的活動型態和Shulman（1987）的教學推理與行動模式，作為教學實習課程的架構，以探討聽障組實習教師在此架構中教學知能的發展。本研究採取質性研究法，共有二十五位師院特教系的大三學生選修本教學實習課程，實習教師分成四組，研究者就四組實習教師中的一組進行深入探究，以了解在整學期的教學實習中，該組實習教師在兩所聽障資源班情境脈絡相當不同的小學中，他們在聽障教學上的理解與推理、轉換與反思、及對話與辯證的過程，從中分析他們在閱讀訓練、發音訓練、國語科教學、及聽能與讀話訓練等科目之教學知能發展的內涵。研究結果發現，實習教師在前述四個科目的教學實踐，有其存在的問題與進展的部分；他們對此實習課程持正向的態度，但也提出他們在其中的困難處；而研究者對此實習課程提也出反思與建議。 The purpose of this study is to investigate the development of student teachers’ teaching expertise through an integrating practicum course. The framework of the practicum course was based on the collaborative action research and Shulman’s (1987) model in pedagogical reasoning and action. Twenty-five junior teacher college students who majored in the education of hearing-impairment children in the department of special education took the practicum course and grouped themselves into four teams. One of the four teams was the focus of this study. During one semester practicum course, these student teachers taught hearing-impairment children in a reasource room of two differente schools. Their teaching reflection reports were analyzed qualitatively to understand the processes of their comprehension, reasoning, transformation, reflection, dialogue and dialectic in teaching practice. Furthermore, the development of these student teachers’ teaching expertise in reading comprehension instruction, phonological training, Chinese language art teaching, and auditory and speechreading training were analyzed thoroughly. The findings of this study indicate that the teaching expertise of these student teachers have being developed. Although these student teachers put forward the difficulties they have been through,they hold the positive attitude towards the practicum course. Finally, based on the results of this study, the researcher’s reflections and recommendations to the practicum course were presented.

The purpose of this study is to investigate the development of student teachers
’ teaching expertise through an integrating practicum course.　The framework
of the practicum course was based on the collaborative action research and
Shulman’s (1987) model in pedagogical reasoning and action.　Twenty-five
junior teacher college students who majored in the education of hearing-
impairment children in the department of special education took the practicum
course and grouped themselves into four teams.　One of the four teams was the
focus of this study.　During one semester practicum course, these student
teachers taught hearing-impairment children in a reasource room of two
differente schools.　Their teaching reflection reports were analyzed
qualitatively to understand the processes of their comprehension, reasoning,
transformation, reflection, dialogue and dialectic in teaching practice.　
Furthermore, the development of these student teachers’ teaching expertise in
reading comprehension instruction, phonological training, Chinese language art
teaching, and auditory and speechreading training were analyzed thoroughly.
The findings of this study indicate that the teaching expertise of these
student teachers have being developed.　Although these student teachers put
forward the difficulties they have been through,they hold the positive
attitude towards the practicum course. Finally, based on the results of this
study, the researcher’s reflections and recommendations to the practicum
course were presented.

一、 中文部分：
王秋絨 (民80) : 教師專業社會化理論在教育時時上的蘊義(再版)。臺北:師大書苑。
王振德 (民85)：資優教育的師資培育。教育資料集刊, 廿一輯，國立教育資料館，125-
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應用。國立台東師範學院1999行動研究國際學術研討會主題論文集，106-125。
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李芃娟(民81) : 啟智班教師與家長對智能不足學童教育態度之研究。特殊教育與復健學報
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杞昭安(民85) : 師範院校特教系大五學生工作滿意度、工作壓力及其因應方式之研究。特
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23
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陳小娟（民81b）：聽障學生塞擦音教學探討。台南師院學報，25期，345-362。
陳小娟（民82）：啟聰學校（班）國小通訓練教材。國立台南師範學院特殊教育中心編印
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張蓓莉(民76)：回歸主流聽覺障礙學生語言能力之研究。特殊教育研究學刊，2期，37-52
。
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，2卷, 6期，1-2。
張蓓莉(民85) : 國小啟聰教師教學行為之研究。師大學報，41，67-84。
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中心。
曾俊卿(民85) : 特殊教育學系學生校外集中實習教學表現之研究。國立彰化師範大學特殊
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傅秀媚(民85) : 特教系組在職進修教師任教特殊班意願及相關因素探討。台中師院學報
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用生（民85）。教師專業成長。台北：師大書苑，137-150。
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蘇芳柳(民82)：聽覺障礙兒童之聽能訓練(1)--提供良好聽覺發展的環境。特殊教育季刊
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蔡昆瀛(民78) : 國中階段啟聰學校(班)教師數學科教學行為之研究。國立臺灣師範大學特
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