This paper purposes to investigate a desirable speech communication training program for teachers through the development of contents and methodology involved with a such program. The summary of this paper are as follows.
First, we define the concept of speech communication for teachers from the transactional perspectives and establish the contents category such as self-expressive, instructive, counseling, profession-related speech commnunication.
Second, we develop the contents of speech communication training program for teachers in substance, principle and actual application dimension.
Third, we propose the "Speech Communication Instruction model centered on metacognitive approach" as the actual methodology for speech communication training program for teachers. This methodology emphasizes the developing student's metacognitive awareness, control and regulation of his own speaking.