論文摘要：

Typically, the pre-service t視說eacher education programme喝工 is seen as the start of the te北風acher’s professional 體懂development. Student teache下物rs systematically learn to技又 teach in the pre-service tea就鐘cher education progr做海amme, which is considered as their 音通initial stage of professi頻畫onal development. Over t自西he past two or three decades, there 和還has been a lot of research on pre-servi問喝ce teacher education wit業現h a focus mainly on investigating t頻是he curriculum design and i畫她ts effectiveness in helping student t自麗eachers learn to teach. However, l員些ittle research has been conduct去是ed to explore in depth the pre-林看service teachers’ beginning p說慢rocess of learning to店通 teach, its typical features, an離呢d learner needs at this stage生請 of learning. The present s下那tudy is designed to make a contribut習亮ion to the nascent body of r呢去esearches on language teacher learning.如請 

This qualitative multiple-case從志 study explored the stud說日ent teachers’ processes of 黃銀learning to teach in a pre-service放技 EFL teacher education programme,離長 the typical features that charac議兒terize such a process, and 靜一their real needs at this st弟火age of learning in China. The follo校個wing research questions站相 guided the present study: 1) 村友What characterizes the student teachers市市’ processes of learning to teac書煙h in a pre-service EF報很L teacher education prog南間ramme?; 2) Are there a綠吧ny changes taking place in風鐵 terms of their teacher資個 knowledge, beliefs 醫知and teaching abilities? If內音 yes, what are the changes and h物開ow knowledge, beliefs and teaching abi線刀lities relate to one another? ;湖現 3) What factors can be identified遠歌 which influence their processes 她件of learning to teach? The pa一上rticipants of the st開金udy are four student teachers engag兒外ed in a pre-service EFL teacher educat生道ion programme of a Normal 廠西university. Research data 舞電sources included que朋好stionnaire responses, 司外interview data, observation notes a麗房nd field notes. The qualitative dat劇化a analysis followed the metho腦紅ds of “content analysi老暗s” and “categorization”.

The results revealed that 都內in the pre-service EFL teacher educa如視tion programme, the 讀作student teachers’ knowle關吧dge, beliefs, teaching skill動從s and reflective abilities all d東村eveloped to a large extent房影 with their respective c這兒haracteristics. Mean小亮while, their understanding o得學f teaching (e.g. teachin市務g beliefs) and their confidence 錯子in themselves as a teacher evol開書ved in a unique, dynamic, interacti他請ve and reflective developmental pro睡這cess. The factors that facilitate o習店r impede this process of learni都電ng to teach include the跳行ir previous learning and teach雜歌ing experience, personal attribu高相tes, learning styles, the content a樂草nd teaching methods of the programme中日 and interpersonal factors. 

This inquiry contributes to a bette城但r understanding of ho物離w student teachers, studying i秒機n the pre-service EFL teacher河購 education programme in 報黃China, learn to teach the language. 制她It thus has implicat章照ions for the teacher 對西educators to better know the process o兒業f student teachers’ professional develo湖能pment before entering the teaching pos鐵金ition and their real年窗 needs, and to better support stu關就dent teachers before and during 喝街the pre-service teacher education pro藍著gramme. It is anticipated that the kn林西owledge generated fro好村m this inquiry would afford ne資樹w insights and so inform the desi見有gn and implementation of pre-serv行日ice teacher education progra冷哥mme, especially in Norma亮朋l universities.