本研究旨在探討職前教師未進入舞蹈教室前所持有的教學信念，及職前教師參與職前培訓課程後持有的教學信念，透過教學目標、教學方法、教學內容、教師角色、師生關係和學生差異與學習等六個層面的分析，瞭解其職前教師教學信念轉變之歷程。本研究採用質性研究法，以一位舞蹈教室職前教師為研究對象，藉由觀察、深度訪談及文件檔案等方式蒐集資料，並將資料進行歸納分析出以下結論：一、職前教師在未參與職前培訓課程前，即已建立自己的教學信念系統。二、職前教師的教學信念呈現出片段、專業知能不足，未形成一致且正確的教學觀點。三、職前教師參與職前培訓課程後，部分教學信念延續培訓前觀點，部分教學信念得以修正、強化與改變。四、舞蹈教室職前培訓課程對於職前教師教學信念具有檢視、修正、改變重建與導正的功能。本研究最後根據研究結果對師資培育單位與職前教師提出相關具體建議，以提供職前教師、學校、舞蹈教室、師資培育機構、師資培育者及未來研究之參考。

The study aims at exploring teaching beliefs of pre-service teachers before and after joining the pre-employment training by dance studios, and understanding the process of change in teachers’ beliefs about teaching through analyzing the six aspects of objectives, methods and contents of teaching, role of a teacher, teacher-student relationship and student differences and learning. Using qualitative research methods, a pre-service teacher of a dance studio is chosen in the study. Data is collected through observation, in-depth interviews and documentation. Conclusion derived from the data analysis read as follows: Teaching beliefs are established before the pre-service teacher joins the pre-employment training. The teacher’s beliefs about teaching are fragmented, and the teacher is without sufficient professional competence. The view of teaching is not consistent or correct. After the pre-employment training, parts of the teaching beliefs of the pre-service teacher stay the same while some beliefs are modified, strengthened and changed. The pre-employment training of the dance studio reviews, modifies, rebuilds and corrects the pre-service teacher’s beliefs about teaching. The findings of the study provide specific suggestions to teacher education centers and pre-service teachers and serve as reference for preservice teachers, schools, dance studios, teacher education institutions, teacher educators and future research.