本研究以一位具有豐富實習輔導經驗的資深高中數學教師為研究對象，並以其任教學校為場景，進行為期一年的質性取向的個案研究。研究過程乃參酌Clark and Peterson (1986)的「教師思維與行動模式」，將實習輔導教師的輔導模式區分為外部的輔導活動以及內部的輔導思維。透過四階段的研究設計，運用半結構式的訪談、課堂教學觀察、填寫問卷以及各類書面文件的收集，並且參考Chin and Lin (2000)分析教師教學價值的方法學架構，運用四個層次的辯證方法來詮釋資深高中數學教師實習輔導模式的架構與內涵，並探究其與教學實務的關連以及發展教學與實習輔導相關知能的因素。

本研究結果顯示，具有豐富輔導經驗的資深中學教師已經是一位內化的輔導者，並且建構出「膠囊化的實習輔導模式」：膠囊的外部呈現出輔導策略與行為的階段性輔導活動，內部則是輔導理念或信念交織而成的縝密輔導思維，蘊含輔導價值。研究結果並發現，有些輔導價值與個案本身的教學價值相近，有些則有些許差異。這似乎顯示，實習輔導與教學實務雖然相似卻非相同，並且輔導價值的範疇包含了教學價值。研究結果也顯示，對於具有豐富輔導經驗的資深教師而言，專業知能可以是透過參與實務而直接發展，或是經由流暢轉換雙重實務身份的反思而間接發展，所以，他們是教學與輔導的雙重內化學習者。因此，本研究的結果可以提供一些數學實習輔導的方向，作為建構輔導模式的參考，以落實師徒制的實習輔導理想。同時，也提醒實習輔導教師，應該在自己的教學與輔導實務脈絡中進行反思，以深化相關的專業知能，達到實習輔導教師與實習教師互惠成長的教育實習目標。

This research was to describe one very experienced mathematical mentor’s model of mentoring. Case study approach was used to explore the mentor’s thoughts and activities for one academic year. Referring to ‘A model of teacher thought and activity’ developed by Clark & Peterson (1986), the mentoring model of teaching practice was divided into two domains: surface domain consists of the relevant mentoring activities, and inner domain includes the corresponding mentor’s thinking process. A 4-stages data collection including interviews and classroom observation was developed. By using Chin & Lin’s (2000) four-level dialectical method for investigating teachers’ pedagogical values, the author interpreted the structure and the content of the case teacher's mentoring model of teaching practice, its connections to classroom teaching, and the possibility of stimulating professional development.

The research results revealed that the teacher was more like an inner mentor who had developed ‘an encapsulated model of mentoring’. Its surface represented the mentoring activities including the relevant strategies and actions, its inside was the mentoring thoughts interweaved with the professional knowledge, beliefs and values of mathematics teaching and mentoring. Some mentoring values were equivalent to his pedagogical values, others were not. It showed that mentoring practice was similar to teaching practice, but they were not the same. In addition, the professional knowledge of the teacher was probably developed from and through classroom teaching directly or indirectly informed by the process of transformation between professional identities as a teacher or a mentor. Therefore, he was an inner learner of /through both teaching and mentoring. The study results may contribute to mathematics teachers who are willing to engage in mentoring in order to learn to develop the model of both teaching and mentoring. It could also used to remind mentor teachers in developing ways of mentoring through reflecting on his or her classroom mentoring and teaching practice. As a result, both mentor teachers and probationary teachers could mutually beneficial to own professional development in mathematics teaching and mentoring.

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