教師的教學策略和科技融入教學受教學信念及科技教學與內容知識(TPACK)所影響。因此，教學信念及TPACK一直是各教學領域中，學者極為重視且深入研究的議題。雖然大部分教學領域皆有實驗、實做、實習等技能教學，然而，過往的TPACK研究偏向認知類的教學，對於技能教學為主的領域，長期在此議題上的實證研究較為缺乏。有鑑於數位科技在技能教學的應用已有增加之趨勢，以及文獻中顯示教師年齡在教學信念和TPACK所造成的影響，因此本研究的目的在探討年齡差異對技能類教師在教學信念與科技教學與內容知識的影響。以358名公立國民中學的在職體育教師為研究對象，以全國教師之平均年齡分為兩群，實施教師年齡、教學信念量表及科技教學與內容知識量表之調查。研究結果顯示驗證性因素分析、路徑分析的各項配適度指標均屬良好。結果也發現年輕教師與年長教師有稍微不同的結構模式。兩群教師的建構主義教學信念和傳統教學信念均能正向預測教學內容知識(PCK)和科技教學知識(TPK)，但僅有建構主義教學信念能預測科技內容知識(TCK)，傳統教學信念缺乏對TCK的預測力。TPK與TCK則能預測TPCK。值得注意的是，年長族群的PCK會負向預測TPCK，越是擁有PCK的資深教師，越是具備低的TPCK。此研究提供具體之教師專業成長建議。

Previous studies in various subjects have paid much attention to teaching beliefs and Technological Pedagogical and Content Knowledge (TPACK), which significantly influence teachers' choices of teaching strategies and integration of technology. However, instruction that involves on motor skills such as scientific laboratory, medical practices, and physical education has not drawn adequate attention on this issue. As the increase of technology-integrated instruction in motor skills, it is crucial to investigate the teaching beliefs and TPACK of the teachers who are mainly in charge of motor skill instruction. Previous studies also revealed that teaching beliefs and TPACK may differ in different age groups. As a result, the purpose of this study was to examine the age differences in teaching beliefs and TPACK between senior and junior teachers in motor skill instruction. The participants were 358 in-service Health and Physical Education Learning Area teachers in junior high schools. They were divided into two age groups based on the average age among the teacher population. They completed demographics, teachers' teaching beliefs, and TPACK questionnaires. The results indicated that all of the goodness-of-fit indexes reached acceptable values in confirmatory factor analyses and path analyses. The junior and senior inservice teachers fitted into slightly different models. In both age groups, teachers' constructivist and traditional teaching beliefs could positively predict pedagogical content knowledge (PCK) and technological pedagogical knowledge (TPK); constructivist beliefs could also predict technological content knowledge (TCK); and TPK and TCK predicted technological pedagogical content knowledge (TPCK). It should be noted that, with the senior group, PCK negatively predicted TPCK. Senior teachers who possessed high PCK tended to have lower TPCK, whereas the junior teachers did not demonstrate this relationship. Suggestions for teacher professional development were provided.