本文以知識信念理論解釋五個教學對話場景,目的在理解職前教師資訊科技融入教學遭遇之困難,文本述敘揭示以資訊科技融入教學協助職前教師轉換知識信念的歷程。 In this study, I use knowledge belief theory to explain five scenarios within microteaching discourse. The purpose is to understand the obstacle that the pre service teacher facing while integrating information technology in classroom. Narrative interpretations focus on the way the transitional process of knowledge belief.