實習教師在實習階段的專業成長有助於其日後教學上的表現以及從事教職的適應情形。關於實習教師在國中與一般高中的專業成長之研究早已汗牛充棟，然而明星高中這樣的資優環境對於實習教師的專業成長之影響是否異於一般高中，以及這樣的環境與實習教師之專業成長有著什麼樣的關係，則是本研究亟欲探討的主題。而隨著後現代社會的來臨，教育政策也因社會型態的轉變而呈現多樣且繁複的局面，藉由後現代哲學的觀點將有助於釐清處於後現代社會中實習教師的表現機制，另外由衝突理論、學校社群文化、教師社會化等方面也有助於審視實習教師在實習階段信念與外顯行為間的關係。本研究首先對實習後期的科學實習教師（N=27）以問卷方式施測，藉由其中資優高中實習教師、普通高中實習教師與普通國中實習教師三個群組在問卷上的作答類型及其表徵，歸納出初步的趨勢與現象。接著採用質性個案研究法，深入探查四位在明星高中這種資優環境中的科學實習教師之專業成長表現，研究將實習教師的實習表現分成（1）教學特性（2）人際關係（3）學校文化（4）衝突管理四個向度來分析。研究結果得到以下結論：（1）實習環境唯有適時且適當地提供刺激才有助於實習教師的專業成長。（2）對於未社會化的教師而言保持主動積極的態度有助於人際關係面向的表現。（3）資優環境對於實習教師衝突管理面向的成長幫助不大。（4）小型編制的行政規模有助於實習教師學校文化方面的成長，而行政實習並非探查學校文化的唯一管道。（5）實習教師的個人特質強烈影響對於實習環境的感知能力。

Pre-service teachers’ professional development during practical training will influence the teaching in the future. There are already amounts of researches about pre-service teachers’ professional development in common junior and senior high school. However, is there any different influence of pre-service teachers’ professional development between common senior high school and famous senior high school? And what type of relations such environment and the pre-service teacher professional development have is the subject this research ardently wanting to discuss. Because of the society condition transformation, the education policy will diverse and be more complicated, it is helpful to understand pre-service teachers’ performance mechanism in post-modern society by the viewpoint of post-modern philosophy. Moreover, it also will be useful to carefully examine the relations of pre-service teachers’ beliefs and the apparent behaviors by the viewpoints of conflict theory, school society culture and teacher socialization. This research first examines science pre-service teachers (N=27) in the later period of practical training by papers test, then induces the preliminary tendency and the phenomenon by analyzing the type and the performance of answers with dividing into three sub-groups (famous and common senior high school’s and common junior high school’s pre-service teachers). Second, investigate four science pre-service teachers’ professional development in gifted-environment with qualitative method. This research divides pre-service teachers’ performance into four categories: (1) teaching character (2) interpersonal relationship (3) school culture (4) conflict management. And then we concluded the following: (1) It is helpful to pre-service teachers’ professional development only when the environment provides stimulation suitably at right moment. (2) The maintenance of positive manner is helpful to the interpersonal relationship except socialized teachers. (3) The growth in conflict management is not obvious in the gifted- environment. (4) The small school scale is helpful to the pre-service teachers’ professional development in school culture aspect, and the administrative practice is not the only way to investigate the school cultures. (5) Pre-service teachers’ individual special characteristic intense influences the perception to the practical environment.

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