本文首先呈現一名實習教師一年來自然科教學的轉變情形。該名實習教師之所以調整他的教學，有很大的原因是因為參與團隊行動研究的緣故。因此，本文第二部份就以該實習教師參與團隊行動研究的經驗為「引子」，討論和團隊式的行動研究有關的一些問題。 綜合言之，本文的主要目的有二：第一，希望該實習教師教學轉變的歷程，能對其他實習教師或初任教師的教學有所?發。第二、期待本文對於和團隊式行動研究有關的若干問題的討論，能對有志於從事行動研究的教育工作者產生些許的幫助；這些問題包括團隊行動研究能夠得到解放的價值嗎、兩個以上的人所參與的行動研究都叫做協同行動研究嗎、團隊行動研究的歷程必定是線性循環嗎、如何進行討論、如何帶領團隊、如何延續及深化探究的問題、是否要追求共識、以及何時進行行動研究等八個層面。

　　　　　Two major parts are included in this article. Firstly, it presents the story of a student teacher. In the story, he adjusts, modifies, and reconstructs his own instructional thoughts and strategies about elementary science continually. One of the major causes facilitating his adjustment, modification, and reconstruction is the he takes part in a team action research. So, the second section of this article discusses some issues concerned with team action research based on the story of that student teacher. To sum up, two purposes are included in this article. Firstly, it hopes another student teachers may reflect and improve their instruction under the revelation of the student teacher's story. Next, it expects that the discussion abut team action research could propose some helpful suggestions for those teachers who are interested in team action research.