隨著教改列車的推動，我國的師資培育制度有了重大的變革。自從「師資培育法」頒佈後，徹底改變了傳統師範教育的制度和結構。師資培育制度由封閉走向開放；由單一的師範院校培育走向多元；由公費培養走向公自費併行；由培養和任用合一走向分途。開放多元化的師資培育管道後，為了因應教職市場的需求，師資的品質受到格外的重視。在師資培育的過程中，以導入階段（亦即教育實習階段）居於承先啟後的地位，可說是培育教師專業成長的關鍵時期。因此，本研究旨在探究新制實習制度下，國中理化實習教師專業成長的表現。整個研究採用質的研究法，以文獻分析、後現代哲學理念、社會學與心理學等觀點為理論基礎，再配合教室觀察、實習反省日誌、深度訪談及現場記錄等所收集到的資料，分成實習教師的專業知識、教學特性、人際關係、個人價值觀這四個分析向度，並輔以教師個人特質、師資培育理念及實習學校環境的影響因子，來綜合分析、探討實習教師的專業成長表現。研究結果發現：(1)實習教師的師資培育理念不同，會使得實習教師在教師角色認同上有很大的差異。(2)實習學校的挑選對於實習教師的專業成長影響很大。(3)實習教師的個人特質，是直接影響實習教師專業成長的個人因素。(4)師資培育機構的實習輔導團
，是實習教師在實習期間提供支持的團體。(5)實習教師在實習初期所持的教育理念，乃是以個人成長的學習歷程為最初的基礎，再經過整個實習的過程來加以慢慢修正。(6) 實習輔導教師在實習教師的實習期間扮演很重要的角色。(7)實習教師在實習期間主要的困擾來自於實習教師身份定位不明。(8)學生的回饋是促進實習教師專業成長的原動力。(9)實習教師遇到挫折時，需要他人精神上的鼓勵，以支持其順利完成一年的教育實習。

The educational reform has dramatically changed the system of teacher education in Taiwan. It has changed the structure of teacher education system that is driving from closed to opened, single to multiple. In the intern, it is a critical time to the quality of intern teacher’s development. So, the research focuses on the exploration of junior high school science intern teachers' professional developments in new intern system. On the base of qualitative research, the framework of this study was constructed through the literature analysis on the postmodernism from philosophy, sociology and psychology. The study collects data from four dimensions: observation of classroom, reflective journals, deeper interviews and field notes, and it focuses on professional knowledge, teaching properties, personal relationship and personal worldview of intern teachers. Researcher analyzed those dimensions and affective factors through personal character of teacher, the theory of teacher education, and the environment of intern school to understanding the relationship of intern teachers’ professional developments. The conclusions of the followings: First, an intern teacher’s identity varies from the different teacher education. Second, the selection of an intern school is an important factor in an intern teacher’s professional development. Third, teacher’s personal character is an
affective factor in promoting a teacher’s professional development. Fourth, the group of teacher education institution is essential of the supporting palladium to intern teachers. Fifth, when an intern teacher is a new comer to a school, his educational ideas are based on his personal history of learning,
and change with what he encounters through social interaction. Sixth, a mentor plays an important role in an intern teacher’s practice. Seventh, an intern teacher often feels uncertain of his identity. Eighth, students’ support is important to an intern teacher. Ninth, when running into a problem, an intern teacher needs some support to heighten his spirits.

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