本研究旨在探討電腦輔助語言教學專業成長中，英文老師對程式語言Python的態度。參與本研究的受試者來自於台灣北部一間研究所，此研究的受試者包含20位國中及高中英文老師，年齡分布為20至49歲。透過一學期的師資培育課程，每堂課程兩個半小時，共七堂課，教導受試者Python，並在第一堂課及最後一堂課透過問卷測試態度。此外，每堂課程在結束前，會請受試者填寫自我省思問卷，並且另外挑選五位受試者，在所有課程結束後進行訪談，藉此深入探討態度形成的原因。
研究結果顯示如下：第一、受試者第一堂課的態度和最後一堂課的態度有正向的轉變，其中能使用Python提升備課效率為轉變的重要因素。第二、受試者受到課程的時間限制，在理解程式語言方面遇到挑戰，然而，透過視覺化的授課方式，受試者較能理解程式語言及其原理。第三、本研究意外發現，在教學創新、問題解決、課程教法等面向中，學習Python能幫助英文老師成長。
最後，根據本研究結果，建議未來繼續將Python融入師資培育，藉此提升英文老師使用科技解決問題的能力，同時在英文教學層面持續地成長。

The present study aimed to investigate EFL teachers’ attitudes toward Python in Computer Assisted Language Learning (CALL) teacher education. The participants included 20 English as a Foreign Language (EFL) teachers from a TESOL program in the northern part of Taiwan. Their ages ranged from 20 to 49. For a semester, seven Python lessons were given. Their attitudes were investigated through questionnaires. In addition, participants were asked to fill out self-reflection questionnaires after each lesson. In the end, five participants were interviewed.
Three major findings were identified based on the analysis. First, participants’ attitudes changed positively throughout the Python course. The capability of Python to solve problems in EFL contexts were a critical factor of the attitudinal change. Second, the time constraint made it challenging to comprehend programming. Visuals were found to help participants overcome the challenge. Third, it was unexpectedly discovered that learning Python developed participants in coming up with new teaching ideas, cultivating problem solving and gaining new perspectives toward EFL teaching.
Finally, it was recommended to integrate Python into CALL teacher education in order to develop EFL teachers in a variety of aspects.

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