This research aimed to study the process of course redesign for a five-year teacher education programme, and to develop the learning management ability of the pre-service teachers. The target groups were 82 third-year pre-service-teacher students from the Faculty of Education by purposive selection. The research instruments included a student reflection form, a student learning management ability checklist, a school mentor reflection form, a peer reflection form and a teacher's stages of concern questionnaire. The research results revealed the process of course re-design on the teaching profession, learning management ability of the pre-service teachers, content, learning activities inside and outside the classroom and various assessments, which were built from the learning outcomes and the teaching professional standard for teachers. After implementing the course, the students identified that they became better at learning management ability because they had had the chance to teach in an authentic situation and had received recommendations and guidance from the lecturer and school mentors. Moreover, reflection from students with hearing impairment and peer assessment helped them understand and know what occurred throughout their learning activities. Teaching practice in a school for the deaf revealed that the satisfaction of school mentors and students with hearing impairment was positive.