本文研究一項長期性師生角色互置的教學方案，探究成人外語教師接受同校學生以教學者身分進行另一項外語教學的學習經驗，分析教師學習後產生的觀點轉換以及反思行為，希冀所得之結論，能對成人教師之教與學提供一番新穎的思維與啟示。本研究發現，在長期師生角色互置的方案設計下，具教師身分的學習者出現自我導向學習的傾向，在學習歷程中學習者主導的現象導致不平衡的學習契約產生，至於教學方案立意中所預期的教師反思學習出乎意料之外地並未出現在所有受訪者身上。

Based on a role-reversed learning program, this study presents the learning experience of foreign language teachers who have been taught other foreign languages for one year by the students who are from other language departments of the same college. This study attempts to explore the perspective transformation of these teachers, and to discover the impact on their teaching work. This study concludes that, based on the role-reversed learning program, these teachers tend toward self-oriented learning, and they lead a learning contract which emerges from the learning process. With regard to the reflective learning, it does not occur in all of the interviewed teachers.