摘要
從九零年代後期開始，台灣的教育實習制度已有重大改變--在成為正式教師之前，所有實習老師必須在至少一名指導老師的輔導下完成一年的實習。因此，了解實習教師的閱讀教學信念及其實際教學與信念間的相關性應能為師資培訓教育融入語言教學認知層面的知識。
為探究英語實習教師之閱讀教學信念及其實際教學之間的相關性，本研究採用多重的研究方法，包含問卷、教案選擇、訪談及課堂觀察。研究共分兩階段，在第一階段中，由五十七名台灣師範大學的實習教師填寫問卷並選擇一份理想教案，在比較問卷分數及教案選擇之後，各選出兩名教師代表以文本為中心 (text-based)， 以讀者為中心 (reader-based)，及雙向式的(interactive)信念。這六名教師在第二階段的研究中分別接受訪談及三堂課堂觀察。訪談內容於分析後予以分類，課堂觀察皆以觀察表作紀錄後分類。
第一階段研究中的問卷、教案選擇及第二階段的訪談結果一致地顯示實習教師的閱讀教學信念傾向於以讀者為中心及雙向式的兩種。然而，課堂觀察的分析結果卻顯示出相反的傾向，亦即實習教師的實際教學偏向於以文本為中心，顯示出實習教師的實際教學方式與其閱讀教學信念並不相符。對於可能妨礙實習教師貫徹其閱讀教學信念的因素如指導老師的影響、學校統一進度的問題、考試及學生素質等皆在研究中討論，本研究最後並提出幫助實習教師應用其閱讀教學信念於實際教學的建議。

Abstract
Since the practicum system was modified in the late 1990s, prospective teachers have been asked to practice teaching for one year under the guidance of at least one mentor. With an understanding of what the trainee teachers’ theoretical orientations toward reading instruction are and whether they are able to provide instructions accordingly, the field of teacher preparation programs will be able to integrate knowledge about the cognitive dimensions of language teaching into the content of teacher pre-service education. To examine the relationship between prospective teachers’ theoretical orientation toward reading instruction and their classroom instructional approaches, this study was conducted with a multidimensional profile, consisting of a questionnaire, an ideal lesson plan choosing task, an interview, and classroom observations. In Phase I, the beliefs of fifty-seven National Taiwan Normal University trainees were elicited by means of the questionnaire and the lesson plan choosing task. After comparing the results in Phase I, two participants representing each orientation, text-based, reader-based, and interactive orientation, were chosen to participate in the study of Phase II. In Phase II, six participants were interviewed and their classes observed and coded with a checklist. Their interview responses were then analyzed to compare with the classroom observations.
The results of the Phase I questionnaire, lesson plan choices, and Phase II interview indicated that most of these trainees had non-text-based orientations. However, the classroom observations in Phase II revealed a contrary tendency; that is, in most classes observed, instructors favored the text-based instructional practices. The factors that affected these trainees’ application of ideal instructions, such as the mentoring system, school-wide syllabus, exams, and students’ proficiency levels, were discussed. Suggestions were made to enhance the trainees’ attempts to apply beliefs in authentic classroom contexts during the period of practicum.

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