本研究透過行動研究法調查一位中學數學科實習教師在一年教育實習期間的教學概念轉變情形，並提出相應的教學輔導策略。研究共分三階段進行。第一階段的教學輔導策略包括擬定特定教學單元的教案，教學前的教案討論，課堂的教學觀察，課後立即的反省與回饋，特定教學單元教案的再擬定和討論等五個主要的步驟。第一階段的資料顯示，此五步驟策略能促使個案實習教師對單元的教學活動設計做更深入的自我性反省，但也顯現一些問題。
為了解決第一階段所遭遇的問題，研究的設計中加入了過渡階段—「觀摩其他教師教學」的教學輔導活動，以擴展個案實習教師教學反思的對象與內涵。接著，在第二階段中，透過「教學觀摩暨討論會」的輔導活動設計，以在校現實的情境引動其教學的社會性反思。這兩階段的教學輔導，促使個案實習教師的教學設計重心，由關心自己轉為關心數學內涵，進而關心學生的學習。而他在數學教學中的角色也由知識的傳遞者趨向知識的引動者。這三階段的研究與教學輔導歷程，讓研究者對數學內涵、教學策略、教學輔導技巧有更深一層的體會，從一位孤立的輔導者轉向內化的輔導者。
因此，本研究所發展的數學教學實習輔導策略，除了能促使實習教師教學概念與關心對象的轉變之外，也提升了研究者本身的數學教學輔導知能。所以，本行動研究的發展歷程應是一個包含實習教師和輔導教師個人專業成長在內的「教學與輔導的雙學習循環」。

The method of action research was used to investigate movements of one secondary mathematics teacher’s conceptions of teaching and the approach of mentoring, during his one-year in-school probationary teaching. There are three stages of the research. In the first stage, several steps of mentoring are developed, including design and discussion planning of a specific lesson, classroom observation, reflection and feedback of the lessons observed, and the re-planning and re-discussion of the same lesson. The first stage data showed that these mentoring strategies seemed to be successful, however, these data also revealed some problems to be resolved.
To face with the problems emerged in the previous stage, in the second stage the activities of classroom observation are extended to other mathematics teachers’ teaching in the same school. In the third stage, the mentoring activity includes an in-school Teaching Demonstration and Seminar, addressing a social-pedagogical reflection and interaction involving tutors, mentors, and probationary teachers from the teacher education institution. As a result, the foci of planning and classroom teaching activity for the probationary teacher were moving from teacher/content-centered to student-centered. Moreover, his roles in teaching changed from a demonstrator to a guide or facilitator. The process of the research also helped the author understand more about the strategies of mentoring about mathematics teaching.
Therefore, it seems that the development of the mentoring process from this action research are significant for and contributed to the shift of the probationary teacher’s conceptions about mathematics teaching as well as my own conceptions of mathematics teaching and about mentoring.

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