本論文是探討在師資培育制度下實習教師的成長。除了探討影響實習教師成長的因素之外，並進一步研究實習教師成長與實習環境的關係。依師資培育理論、發展心理學、社會學建構出理論架構，對三位實習教師作教室觀察、錄音訪談及教師日誌等多面向資料，透過詮釋學等方法作分析。研究發現(1)實習教師剛進入實習現場所持之教育理念，是以個人成長學習歷程為最初的基礎，經過後來的實習過程逐漸修正。(2)實習教師的困擾主要來自於實習定位不明。(3)實習教師學習的事務與實習學校的文化、實習指導教師的理念與安排有很大的關係。(4)實習輔導教師是實習教師的重要他人之一。(5)學生的支持是實習教師的原動力之一。(6)實習指導教師開擴了實習教師的視野。(7)實習學校賦予實習老師專業發展的素材與方向。本研究尚有多項建議。

This article explores the professional development of three teachers and the relationship between the enviroment and professional development. Based on the literature of teacher education, development psychology, and sociology, I develop a multidimensional model of teacher's professional development. To discuss the reasons of preservice teacher's development, we collect different kinds of data from preservice teacher. For example: classroom observation, fieldnote, teachers' journal, etc. We find (1) When a preservice teacher is a new comer to school, his (or her) educational ideas are based on his personal history of learning, and change with what he (or she) encounters. (2) Preservice teacher often feels uncertainty on his (or her) identity. (3) What preservice teacher learns has something to do with the culture of the school and the ideas of mentor. (4) Mentor plays an important role in preservice teacher's practice. (5) Students' support is important to preservice teacher. (6) Mentor from university opens preservice teacher's eye. (7) School gives the material and direction of preservice teacher's professional development. We offer implications of these relationships for teacher education.

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