摘要
本研究以國立台灣師範大學生物系90級四年級的學生為個案研究對象，使用詮釋性研究，探討個案教師在「駐校教學實習指導模式」教學實習課程之教學專業成長，與影響其教學專業成長的主要因素。
研究者經過整學年對個案教師教學的連續觀察，收集相關資料，並加以分析比較及三角校正效化資料後，提出該個案教師在此教學實習過程中其專業成長的轉變。
研究結果發現：透過內在因素與外在因素的影響，促使個案教師生活化學科知識發展的增進。對學生知識方面，運用策略了解學生學習生物學知識方法，快速成長其對班級及學生的了解及積極引起學生學習動機。學科詮釋調整為以學生角度思考教學，並運用類比及教具協助學生學習。教學信念的落實由個案教師在科學教育信念、生物教師信念、生物教學氣氛信念、生物實驗信念、評量方式及班級經營氣氛探討信念的達成與否。由此可知，大四教學實習課程能促使職前教師利用正向思考及各種外在支援，藉以改善其教學實作，達到專業成長。
本研究建議：職前教師若能掌握「大四教學實習」之學習教學，充分利用眾多教學資源，應能成長其實作上的教學專業知識。祈使這種關於職前教師專業知識的發展歷程的研究，能作為將來「多元化師資培育」及「教學實習制度」的參考。

Abstract
This study explored the preservice teacher’s professional growth for a senior student of Biology Department at National Taiwan Normal University. With interpretive research, two major subjects concerning teaching professional growth and the major influential factors were examined during the instructional model of on-site teacher practices in the secondary school.
Within an academic year, the study continued observing the preservice teacher’s teaching performance, collecting his relative data, and then analyzing the increment of preservice teacher’s professional growth. Triangulation of multiple data sources was used to validate the results.
This study revealed that both preservice teacher’s pedagogical content knowledge growth and his teaching brief can improve case teacher to enhance his teaching performance and to create his teaching style by himself. The personal self-reflectiveness and learning community affected the preservice teacher to develop his relative teaching strategies continually. On-site teaching practice could be favor for the preservice teacher’s practical teaching with his positive thinking.
It was suggested that if preservice teachers can hand-on the on-site teaching practical training, they will develop their teaching professional knowledge with many teaching resources effectively. This study is useful for the multiple teacher education and teaching practical training system.

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