此文以五位教師所進行之個案研究，介紹教師如何運用反思於多元文化教學之探討與個人教學專業之發展。五位教師分別為現職、及有代課經驗之國小教師，也是參與筆者所擔任「多元文化教學與課程發展」之研究所學生；透過課程的參與，進行多元文化教育相關知識的探索與學習。筆者認為教學專業的發展，教師要能覺察自我的信念、態度、與價值觀，並能同時批判反思所採取的教學決定與行動。因此，多元文化教學之中小學師資教育規劃與實施，應能積極提供教師批判反思的機會，並促使教師能將反思之經驗，應用至教學的準備、修正、與實施。筆者，也是師資培育者，除以課堂對話的方式，幫助教師進行理論知識與教學實務經驗的聯結，並同時提供個案研究的機會，促使教師能應用所學知識於教學現場的分析。筆者根據對五位教師所提供個案報告之分析，分別以「國小文化教學之現況」、及「國小文化教學之努力方向」兩部分，陳述五位教師如何運用反思於國小文化教學之探討、及個人教學專業之發展。

This paper is based on the cases-study conducted by five school teachers, and it is addressed to introduce how these teachers have used the reflection on exploring the multicultural teaching and developing their teaching profession. These 5 school teachers, three were practitioners and two were once supplement teachers in the elementary schools. They were also the research students for the course「multicultural teaching and curriculum development」, which was run by the author to introduce the theories and discussions of multicultural education. The development of teaching profession is based on the awareness of one’s belief, attitude, and value, as well as the critical reflection on the decision and actions taken for teaching. Hence, teachers education programs planned and implemented for developing multicultural teaching should actively provide various opportunities for teachers to reflect on their teaching, and should facilitate them to apply the reflective skills into modifying, preparing and practicing their teaching. The author, as a teacher educator, has not only used the dialogues to help the teachers integrate the knowledge and experience, but also provided the cases-study opportunity to help teachers apply the knowledge into the field. The discussion of this paper was then focused on how the teachers have used the reflective skills to explore the culture teaching in the elementary schools, and to develop their teaching profession.