本研究目的為暸解國小實習教師在實習期間體育教學的反省情形，進而探討其教學反省層次、類型、內容、態度、歷程和影響教學反省的因素，以作為修改職前教育課程之參考，期能培育更多具有解決問題能力及批判能力的教師。因此，以國立台東師範學院九一級體育學系畢業之四十位國小實習教師為對象，使用修正過的問卷，蒐集其個人背景變項(性別、公自費、入學方式和教學反省訓練)、實習學校背景變項(實習學校地區、實習學校大小、實習年級、實習班級學生人數、同校實習教師人數)與教學反省變項(反省層次、反省類型、反省態度、反省內容和反省歷程)之相關資料，進而探討影響教學反省因素（輔導方式、重要影響者、參與實習的活動和實習過的科目）。以肯德爾和諧係數分析和單因子變異數分析等統計方法處理之。再以內容分析法分析四十位撰寫的反省札記，以次數分析和卡方獨立性考驗等統計方法處理之。最後以參與觀察、訪談和文件分析等多元方法搜集四位個案資料。其研究結論如下：
一、反省層次
實習教師的反省層次以「實際行動層次」為主，但理想和實際上的結果有所落差，且與個人背景變項有關。其在實習前後期有所成長，實習前期以「描述層次」為主，到實習後期轉以「實際行動層次」為主。而且發現撰寫反省札記能提升實習教師的反省層次。
二、反省類型
實習教師的反省類型以「行動後反省」為主，但理想和實際上的排序有所不同，與個人背景變項因素有關。反省類型會因應問題的急緩而異。
三、反省態度
實習教師的反省態度普遍良好，且以「專心」為多。實習前期和後期有所改變，由實習前期開放心胸的「虛心」，到實習後期轉為全心全意的「專心」。
運動績優保送入學的實習教師之反省態度高於聯考入學的實習教師，打破傳統對運動績優保送生的刻板印象。
四、反省內容
實習教師的反省內容以關注「本身」和「班級經營」為主。由實習前期的關注「本身」為多，到實習後期轉為「學生」，此轉變印證了關注理論。
五、反省歷程
實習教師的反省歷程有所成長，由實習前期的「遇到問題→分析問題」歷程，到實習後期轉為「遇到問題→分析問題→假設→驗證→結論」歷程，且與
性別、實習學校大小、實習年級等變項有關聯。其在教學前、中和後的反省歷程，包含教學目標、教師、學生、教學活動、班級經營、教學型態、教材、場地設備及評量等八個體育教學要素。
六、影響教學反省因素
實習學校最常使用的輔導方式是「教學後輔導教師給予回饋」，而「實習輔導教師」是最具影響力的重要影響者。而且發現未參與導師實習的人數與教育實習辦法中，有不一致的現象。

The purpose of this study was to understand the teaching reflection condition of PE preservice teachers during their practicum through exploring the levels, patterns, contents, attitudes and process of teaching reflections, as well as the factors, which influenced their teaching reflections. The participants were 40 PE preservice teachers from National Taitung Teachers College. Modified questionnaires (Wu, 2000) were used to gather preservice teacher background variables, their practicum school background variables, and teaching refections. The related data were statistically analyzed using Kendall’s W analysis and one-way ANOVA. Reflective journals of the participants were analyzed by inductive content analysis, frequency analysis, Chi square independence test of statistic method. For in depth study, four individuals were purposively selected to further explain the phenomenon. The findings could be used in PETE program. The results were as follows:
1.Reflective levels: The reflective levels of preservice teachers were mainly “practical action” but difference in practical rank and ideal rank during practicum were found. There were some relationships between reflective level variables and personal background variables.
2.Reflective patterns: The preservice teachers ideally adopted “reflection for action” but in reality used “reflection after action” during practicum due to personal background variables.
3.Reflective attitudes: The preservice teachers’ major reflective attitude was “concentration” in teaching reflections. Difference was found between preservice teachers with different entrance option.
4.Reflective contents: The reflective contents of preservice teachers were mainly “self” and “classroom management”, but gradually changed to “student”. This could be explained by the preservice teacher concern theory. There were significantly differences for preservice teachers teaching in different school districts.
5.Reflective process: The reflective process of preservice teachers showed improvement from “Problem-meeting→Problem-analyzing” to “Problem-meeting→Problem-analyzing→Hypothesis→Verify→Conclusion”.
6.The influential factors: It was found that the most used guidance method was “Feedbacks provision after teaching”, while the most influential persons were “supervising teachers”.

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