部落格的風行受到教育研究者的重視，本研究旨在以部落格為平臺架構一個實習教師網路學習社群，讓實習老師將教學實習、導師實習、行政實習及研習活動的心得記錄在部落格上，並透過同儕的相互迴響與教授的評析和推薦，以促進其教師專業發展。本研究根據Elliott（1991）的行動研究實施模式來瞭解實習教師在部落格平台上的參與情形。參與本研究的實習教師共有65位，分別來自生物教育研究所、生物系應屆畢業生及學分班等不同師資養成型態。研究發現：1.實習教師在部落格上的參與情形有兩極化現象，而文章發表與迴響行為之間有關聯性存在；2.大部份實習教師表示在部落格上進行反思對其專業知能成長有著正面的影響；3.師資養成型態、時間是影響實習教師在部落格上參與的主要因素；4.反思內容以關注「學生」和「實習教師個人」為主。

The technologies of blog (a common name for web logs) have recently focused the popular interests in the educational arena. The major goal of this study was to design a blog platform for practicing teachers, writing their reflection notes, and observing the feedbacks from peers and science educators during their practical education. The action research method (Elliott, 1991) was adopted in the study, and 65 practicing teachers from different educational levels participated in this study. The major findings were listed as follows. First, the teachers on blog were obviously different from others, and the correlations exhibited on the frequencies of teachers' self reflections and the frequencies of reciprocal feedbacks. Second, most of the practicing teachers claimed that they got the sup-ports and benefits from reflections that can be found on the blog. Third, the patterns of teacher education program and time spent on the blog might be the major influent factors on practicing teachers' participation. Finally, the core contents of teachers' reflection were mainly “student” and “teacher himself”.