本研究試圖透過一系列的活動，例如團體式教學探討/諮商，幫助實習教師培養批判性教學省思。本研究也嘗試分析與研究不同形式之團體式教學探討的過程與互動之情形。從分析教學省思雜記中得知，團體式教學探討/諮商、實際教學經驗與將教學知識與個人經驗結合，確實在培養批判性教學省思上，表現出效果。此外，網際網路即時通話的團體式教學討論似乎較傳統之面對面團體式教學討論能在團體的成員中產生更多之對話與批判性教學省思。總結來說，本項研究探討於訓練實習教師批判性教學省思上重要之活動，同時，也凸顯出網際網路即時通訊之功能運用於訓練此教學省思之潛在價值。

This study attempts to facilitate critical reflection in student teachers through a series of activities. This study also analyzes different interactions observed in different formats of group discussion. A group of ten student teachers enrolled in a Language Teaching Methods course and participated in this study while teaching English as a foreign language to students from an elementary school in Taiwan. The training in this study consists of three parts: (A) the methods course, (B) practicum and (C) dialogues with others.Journal writings from each participant during the period of this study were analyzed to search for changes in written reflections over the time. Moreover, content of both types of