我國自民國八十三年頒佈「師資培育法」後，揭示了往後師資來源管道多元化的政策，同時，依據民國八十四年「高級中學以下學校及幼稚園教師資格檢定及教育實習辦法」，實習教師必須在教育實習機構進行為期一年的教育實習，據此，確立了往後新制實習制度的執行。新制教育實習的特色之一是採取學校導向的師徒制，實習教師在實習期間除了要與實習輔導教師發展互動關係之外，也要對實習學校的社群文化有一充分掌握。因此，本研究旨在探討新制實習制度下，實習學校社群文化與實習輔導教師的實習輔導理念對實習教師專業成長表現的影響。研究採質性個案研究法，以文獻分析、學校社群文化、師資培育願景、實習輔導理念以及教師專業成長等理論為基礎，再配合教室觀察、現場記錄、訪談以及教師反省日誌等所蒐集到的資料，來分析實習輔導教師的實習輔導理念與實習教師的專業成長表現。研究將實習輔導教師分成結構、支持與專業三個面向，將實習教師專業成長分成專業知識、教學特性、人際關係與個人價值觀四個面向，並輔以雙方特質及互動情形，以及師資培育願景與實習學校社群文化等影響因子，來綜合探討實習教師的專業成長表現。研究結果發現：一、在實習場所方面：1.實習學校不同的社群文化將影響到實習教師的對實習場所的向心力。2.實習學校的實習規劃越周詳，實習教師的專業成長也更趨全面向。二、在實習輔導教師方面：1.實習輔導教師有完整的實習輔導理念時，實習教師將會受其影響，而獲得較佳的專業成長。2.實習輔導教師與實習教師互動良好者，實習過程將更加順利，實習成果也更好。3.實習場所的選擇是否適當，對實習教師成長將有顯著性的影響。三、在實習教師方面：1.實習教師對各領域的涉獵程度越廣，在教學上的表現也越豐富。2.實習教師的個人價值觀將影響到實習教師的專業成長表現。3.實習教師的個人特質將影響到實習教師的專業成長表現。4.實習教師對實習場所的融入程度越高，實習教師的專業成長表現也越圓滿。5.實習教師越能理解教師角色的複雜度時，越能獲得較佳的專業成長。6.實習教師若能掌握住未來教育政策走向，對實習的熱忱度也會相對提高。

Since the announcement of the Ministry of Education in 1984, the teacher preparation system has changed. New policy reveals the multi-source of teacher preparation. Its characteristic is the conduction of school-based apprenticeship model. Namely, from then on, the interns must practice in teacher preparation institution with one year. The vision of new intern system is, besides well interact with the mentors, the interns should comprehend the community culture of school. So, the aim of this study is to explore that under new intern system, the teacher professional growth situation is how affected by the community school culture and the mentoring ideas of the mentors. On the base of qualitative research, the framework of this study was constructed through the literature analysis on the vision of teacher preparation, mentoring ideas, teacher professional growth and school community culture. Data collection as follows: observation of classroom, filed notes, interviews and reflective journals. Researcher analyzed the mentors through three dimensions: (1) structural, (2) supportive and (3) professional; the interns through four dimensions: (1) professional knowledge, (2) teaching properties, (3) personal relationship and (4) personal worldview of interns. Researcher analyzed these dimensions through (1) personal character, (2) interaction of mentors and interns, (3) the vision of teacher preparation and (4) the community culture of intern school. The study conclusions are expressed through three aspects: First, in the aspect of intern school, (1) The school community culture will affect the centripetal force of the interns to the intern school. (2) When the teachers’ pedagogical practice of intern school properly-managed, the professional growth of interns will be better. Second, in the aspect of mentors, (1) Mentors with complete mentoring ideas will affect the growth of interns, and interns will get better professional growth. (2) When mentors and interns interacted well, the mentoring process will operate successfully. (3) The selection of intern school is an important factor in interns’ professional growth. Third, in the aspect of interns, (1) When interns are well-informed, their teaching will perform thoroughly. (2) The professional growth varies from the personal worldview of interns. (3) The professional growth varies from the personal character of interns. (4) When interns are in harmony with environment, interns will get better professional growth. (5) The professional growth of the interns will perform successfully when the interns are perceptual to the complexity of teacher. (6) If the interns can comprehend the future educational policy, the degree of devotion will raise.

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