文獻指出過去教育研究較著重於研究教師外顯行為與學生學習成就之關係，而忽略教師內心思考的歷程。近二十年來，教師思考研究已經成為教育領域的主流。在台灣，近年來也有許多研究者投入這個領域。惟在英語教學領域對於生手教師的思考之研究尚有不足，本研究期以從教師教學計劃歷程的角度切入，探討生手英語教師的思考歷程。本研究經由觀察與晤談方式，旨在探討四位台灣高中英語科實習教師的教學計劃歷程，藉此了解他們是如何根據實習指導教師所指派之教學任務，準備並實施其教學計劃，另外亦探討這些實習教師在備課與實施過程中，受到何種因素的影響。
研究結果以個案方式呈現，發現四個個案的教學計畫受到兩大因素的影響。一為個人的英語學習與教學經驗與信念，另一為環境因素，包括他們的實習學校，實習指導教師及其所指派之教學實習內容，以及學生。其中，這些個案高中所受英語教育與大學所受英語教育之經驗不同，影響他們對英語教學的看法，進而影響到他們的教學計畫與實施。基於研究發現，研究者提出一些對英語教師師資培育的建議，以期未來英語師資培育更能協助準教師做好準備，並持續提供實習教師更良好的學習機會。
關鍵字: 個案研究、教學計劃、英語教學、實習教師、師資培育

For decades, the field of second and foreign language teaching has focused on teachers’ behaviors or the learning outcome they produce. Yet with a recent shift in focus to teacher cognitions that underlie their classroom practice in this field, researchers have begun to explore this emerging terrain from various perspectives such as teachers’ beliefs, decision making, pedagogical content knowledge, and curricular planning (e.g. Woods, 1996). These endeavors have contributed greatly to our understanding of language teaching. However, work on understanding novice language teachers’ thinking, though evolving, is insufficient. In view of this, this study sought to investigate the processes of planning and implementing lessons in which intern teachers of English as a Foreign Language in Taiwan engaged while doing their teaching practice.
By classroom observations and in-depth interviews, this study explored how four interns approached and planned their teaching assignments given by their mentors, how they implemented their plans, and what factors came into play in the process of accomplishing the assignments.
Analysis of the data revealed that these intern teachers’ in-class and pre- or post- class decision making was mainly influenced by two groups of factors and the interaction of the two: (1) the intern teachers’ experiences of and beliefs in English learning and teaching, and (2) contextual factors, including their unique teaching assignments, their students, and their mentors. Among the factors, the intern teachers’ ‘apprenticeship of observation’ in high school and in college and their students’ expectations and in-class responses were especially significant in shaping the interns’ practices.
This study fills in a gap in the current literature on teacher thinking in the field of second language teaching, specifically that in Taiwan. It intends to provide a realistic description of intern teachers’ planning processes, with the complexity inherent in the teaching assignments in mind. Several implications for second language teacher preparation programs are discussed.
Key Words: case studies, lesson planning, English teaching, intern teachers, teacher education

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