本研究旨在探討全職實習諮商心理師的全職實習適應歷程與發展的適應平衡機制，分析影響實習適應的可能影響因子，以及討論國內目前實習制度的現況。本研究以質性研究方法探究全職實習領域，以半結構式訪談蒐集研究資料，共訪談四位符合研究選取標準之全職實習諮商心理師，訪談後經分析整理，並綜合歸納探討四位研究參與者訪談資料的異同，研究結果呈現研究結論如下： 一、個別主題與階段呈現如下： （一）自我懷疑與自我成長的循環 準備期→初入實習場域→累到快死掉→挑戰→burn out→平衡機制→痛苦與成長相伴 （二）打破魔咒，長出自我的樣子 挫折經驗-產生魔咒→補強→魔咒禁錮-用力實習→挑戰→安定的力量→長出自我 （三）成為一個人 經驗分享→進入機構→磨合→衝突→適應機制→成長 （四）把自己縮小得以倖存的過程 自有適合自己的地方→格格不入→痛苦→拯救自己→平衡機制→反思 二、影響全職實習適應歷程之可能影響因素包含「實習環境」、「專業工作」、「生活面向」、「個人實習中的狀態」、「正向支持」等五個層面。 三、針對國內諮商實習現況的討論 （一）專業訓練課程中缺乏對自我照顧的重視 （二）對實習制度的反思 最後，本研究依照上述研究結果進行討論，並提出進一步的建議，以供未來全職實習諮商心理師、諮商養成訓練與外來研究作為參考。

本研究主要探討企業實習對青年未來就業選擇上的影響性，了解企業實習之現況與問題。目前全球青年皆面臨嚴峻的就業環境，職涯規劃的不明確更使其容易於就業市場受挫，也因此近年逐漸興盛且被視為青年就業問題解方之一的實習趨勢日益受重視。本研究由青年就業問題切入，並分別就實習及就業選擇概念進行文獻探討，以具有企業實習經驗之高等學歷族群作為研究對象，進行深入訪談，藉此貼近其實習經歷，理解實習產生的正負向影響作用。 研究發現正向實習經驗確實有助青年釐清就業方向，並提升就業能力，而其中工作內容與過程中人際關係之影響性最強烈，而背後企業對實習之態度更是關鍵，亦不能忽視過程中青年所見所聞及勞動條件所生之潛移默化效果。研究也發現我國企業實習仍處發展階段，因此可見型態內容歧異性高，甚至有誤用與未能落實的情形。對此本研究提出下列建議：企業應具備正確認知，謹慎拿捏學習與工作比例並增加回饋機制；青年則應自我檢視對實習的實際需求與方向；校方則應積極鼓勵企業實習，增加資訊提供與學生彼此交流的機制。期待未來企業實習能確實對青年職涯規劃與就業上有正向影響力，並共同提升對企業與校方之效益，將實習成效最大化。

Internships are commonly used by firms for training and recruiting talents. Yet, research overlooks which factors are influential in job acceptance for interns. The purpose of this study is to investigate the relationship of influencing factors such as task goal clarity, autonomy, mentorship and learning to job acceptance of interns after an internship program. A total of 150 copies of questionnaires were distributed online among university and graduate school students in Taiwan. 120 questionnaires were returned. The statistical methods used in this study were reliability test, descriptive analysis, correlation analysis and regression analysis. Based from the results shown, it was found that task goal clarity and mentorships influences the learning of interns. Furthermore, autonomy affects the relationship of task goal clarity and learning. The relationship of task goal clarity and learning is expected to be stronger when autonomy is high and weaker when it is low. Lastly, learning influences the willingness of job acceptance. The recommendations from the conclusions are proposed as references for relevant organizations and future studies Keywords: task goal clarity, mentorship, autonomy, learning, job acceptance, internships / Internships are commonly used by firms for training and recruiting talents. Yet, research overlooks which factors are influential in job acceptance for interns. The purpose of this study is to investigate the relationship of influencing factors such as task goal clarity, autonomy, mentorship and learning to job acceptance of interns after an internship program. A total of 150 copies of questionnaires were distributed online among university and graduate school students in Taiwan. 120 questionnaires were returned. The statistical methods used in this study were reliability test, descriptive analysis, correlation analysis and regression analysis. Based from the results shown, it was found that task goal clarity and mentorships influences the learning of interns. Furthermore, autonomy affects the relationship of task goal clarity and learning. The relationship of task goal clarity and learning is expected to be stronger when autonomy is high and weaker when it is low. Lastly, learning influences the willingness of job acceptance. The recommendations from the conclusions are proposed as references for relevant organizations and future studies Keywords: task goal clarity, mentorship, autonomy, learning, job acceptance, internships

本研究旨在探討高中職美容科實習課程與教學之現況，並根據研究結果與發現，探討可能原因，提出相關建議，以作為高中職美容科實習課程之參考。本研究首先透過文獻分析建立理論基礎，探究美容科實習課程內涵與實施方式，並輔以問卷調查蒐集實習課程教學現況，藉以達成本研究之目的。 本研究採取問卷調查法，抽取北部地區十九所設有美容科之高中職校，任教於美容科之教師共167位為樣本，以自編之「高中職美容科實習課程與教學問卷」進行調查，所得資料分別以描述分析、t考驗、單因子變異數分析、雪費事後比較等統計方法進行資料分析。研究結論如下： 一、美容科教師在實習課程教學上注重產學相關性以及就業之銜接。 二、美容科教師對學校設備與資源提供較為肯定，但對於實習計畫的擬定與實施較不認同。 三、美容科教師對實習課程的開設上，認為首要需考量就業市場、強化師資與注重師資的專業性。 四、美容科教師認為實習課程之實施應著重講解、示範與實作。 最後根據研究結果與結論，提出具體建議，以作為教育行政機關、學校、教師及未來研究的參考。 / The purpose of this study is to explore the status quo of the practical training program and teaching of Cosmetology Department in High School and Vocational High School. With the foundation of the research results and findings, several suggestions are made for the cosmetology departments of High Schools and Vocational High Schools. The Study was implemented with literature review and survey study. At first, theoretical foundation was established so as to know the connotation and mode of practice of practical training program. Secondly, survey study was applied to gather the information of current practical training program teaching, and attained the aim of this study. The study focused on 19 High Schools that with cosmetology department in the Northern Taiwan. Using the “Questionnaire on the Practical Training and Teaching of Cosmetology Department in High Schools and Vocational High Schools” compiled by the Researcher, the questionnaire survey was conducted to receive a total of 167 effective questionnaires from 167 teachers of cosmetology department. The data were analyzed through SPSS 10.0 for Windows software packages, further analyzed through descriptive analysis, t-test and one-way ANOVA for assumption and test. Those up to the significant research hypothesis were further taken into comparison through the Schefféé method to look into various divergences. The main findings of this study were as follows: 1. Practical training program teaching of cosmetology program should emphasize on meeting the enterprises’ need. 2. Most of the teachers of cosmetology departments were satisfied with the school equipments and resources, but felt less satisfied with the training program planning and policy. 3. Most of the cosmetology departments’ teachers approved that when set up a training program, the prior considerations should be: 1. job market, 2. teachers’ quality enhancement, 3. teachers’ specialty requirement. 4. Most of the cosmetology departments’ teachers believed that practical training program should lay particular stress on comprehension, demonstration and practice. Based on the findings of this study, proposals would be offered to the educational administration authorities, schools, school teachers as well as future researchers.

自從政府在1994年將「師範教育法」修訂為「師資培育法」後，新制度下的師資培育政策徹底改變了師範教育的制度與結構，由封閉的師資培育走向開放；由單一的師範院校培育走向多元；由公費培育走向自費；由培育與任用合一制走向分途制。其中引起最大爭議莫過於2004年5月5日修正頒佈的《師資培育法施行細則》中所頒佈的新制教育實習制度。在舊制的實習制度中，實習教師在為期一年的實習中每個月均領有8000元的實習津貼，隨著師資培育政策的開放與多元化，師資班不斷的增設，實習教師數量也越來越多，加上政府財政吃緊，龐大的實習津貼自然成為政府不小的負擔。為抑制多元師資培育政策下所培育出的師資人力供過於求的現象，並減輕政府的財政負擔，新制實習有以下重大改變：1.明訂教育實習課程改為半年，在修畢教育學程後可自由選擇上半年或下半年進行。2.將實習正式納入教師職前教育的一環，並將實習教師的身份正式定位為學生。3.取消實習教師每月8000元實習津貼，且在實習期間需繳納四學分的學分費。4.實習結束後增設教師資格檢定考試，凡通過教師資格檢定考才可繼續參加競爭更為激烈的正式教師甄試。本研究採用質性研究方法結合HRD之觀點探討變革後的師資培育政策中的教育實習制度是否有助於提昇輔導準教師轉化為正式教師。 本研究進行正處新舊實習制度交替之過渡時期，期間適逢教師資格檢定與教師甄試，得以持續完整紀錄、追蹤受訪者參與教育實習歷程，研究發現師資生在進行生涯決策前，普遍未能得到充足的資訊，且多數初次進入社會工作的新鮮人，需仰賴家庭提供經濟支持，才能完成教育學程。面對教職名額僧多粥少的壓力，實習生容易忙於準備考試忽略實習，而實習進行中的社會化歷程亦是影響師資生日後生涯決策的重要因素，多數受訪者對半年實習制度，均表示肯定其有助於初入職場的新鮮人對生涯試探的體驗，但無法深化對教職的瞭解與完成社會化歷程。

近年來台灣高等商業教育蓬勃發展，許多學生積極參與企業實習，企業也更願意提供企業實習機會。由於實習對學生、學校與社會都是有助益的，是相當值得推廣的學習活動。然而過去幾乎沒有任何關於企業實習之調查與研究。本研究以政治大學企管所歷屆實習學生與合作企業為對象，試圖了解實習對於學習效果和日後工作能力之影響。 本研究透過問卷調查與個案訪談方式，分析學生對實習的感受與企業對實習的意見：針對實習的四個階段: 實習前的準備、實習期間的體驗、實習後的學習效果，與日後第一份工作進行問卷調查分析，研究實習與後續學習效果與工作能力的關聯性。並對合作企業進行深入訪談，了解企業對實習運作的感受與建議。 透過複迴歸分析與訪談的研究結果顯示： 1.自我動機、實習體驗與校方支援皆會正向影響學生實習的學習效果，而物質報酬則會負向影響學習效果。 2.自我動機、實習體驗則是影響第一份工作工作能力的重要因素。 藉由本研究之發現，再分別對政大企管實習團隊、學生、學校、企業提出具體建議，希望透過本研究與後續建議，能讓台灣MBA教育的實習實務，有更多的拓展機會。

本研究旨在瞭解實習教師求職壓力與因應策略的概況，並分析實習教師的人格類型、背景變項、求職壓力與壓力因應策略間之關係。 本研究採取問卷調查法，以便利取樣的方式，選取實習教師422人為研究對象，以「人格特質量表」、「實習教師求職壓力量表」、「實習教師求職壓力因應策略量表」為研究工具。所蒐集資料以描述統計、T考驗、單因子變異數分析、二因子變異數分析、皮爾遜積差相關等方法進行統計分析。 本研究的主要發現如下： 一、實習教師求職壓力感受程度偏高，而最常採用的壓力因應策略為「問題焦點積極因應」，最少採用的策略為「情緒焦點消極因應」。 二、企業家型、旁觀型、審慎型的實習教師求職壓力感受度較低；衝動型、不安全型、盤算型、複雜型的實習教師求職壓力感受度較高。 三、企業家型及複雜型的實習教師，較常採用問題焦點積極因應的策略；衝動型和不安全型的實習教師，較常採用問題焦點消極因應的策略；企業家型的實習教師較常採用情緒焦點積極因應的策略；不安全型和衝動型的實習教師，較常採用情緒焦點消極因應的策略。 四、女性和小學學程實習教師求職壓力感受度較高。 五、男性實習教師較常採用情緒焦點積極因應的策略；主修教育的實習教師較常採用問題焦點消極因應的策略；小學學程實習教師較常採用問題焦點消極因應和情緒焦點消極因應的策略。 六、求職壓力與問題焦點積極因應、問題焦點消極因應以及情緒焦點消極因應之間存有正相關的關係。 七、教育背景為輔修教育的實習教師，高求職壓力者比中、低求職壓力者較常採用情緒焦點消極因應的策略；同樣為低求職壓力的實習教師，教育背景為主修教育者比輔修教育者較常採用情緒焦點消極因應的策略。 八、旁觀型的實習教師，其求職壓力與問題焦點積極因應、問題焦點消極因應存有正相關的關係；不安全型、審慎型、享樂型、企業家型和複雜型的實習教師，其求職壓力與問題焦點積極因應之間存有正相關的關係；盤算型和衝動型的實習教師，其求職壓力與問題焦點積極因應、情緒焦點消極因應存有正相關的關係。 本研究最後根據研究發現與結果，對教育行政當局、師資培育機構、實習教師及未來研究提出具體建議。 關鍵字：實習教師、求職壓力、因應策略、人格類型

本研究旨在以師資培育機構與中等學校教育實習機構合作關係作實証性之研究；研究對象包括師資培育機構之教育學程中心主任或實習輔導處(室)主任、實習指導教師、實習學校之行政人員（校長、教務主任、訓導主任、輔導主任、教學組長）、實習輔導教 師、實習教師。研究方法包括問卷調查法及訪問調查法，發出問卷調查有1000份，回收率為68.3%；另外訪談對象有師資培育機構人員二位、高中校長一位暨實習教師二位。 本研究結果顯示：（一）由雙方合作關係現況分析得知：1.全體受試在合作現況的 評定順序依次是：(l)教育實習；(2)設備資源；(3)教師發展。2.師資培育機構與實習學校之合作關係成功的關鍵因素是明確定位雙方權利、義務關係暨雙方具有誠懇的態度。3.「教育合作契約書」內涵實習教師未能了解或者沒有看到。4.實習學校校長對師資培育機構之態度不滿意。5.師資培育機構與實習學校合作關係之內涵認為彼此接觸太少。6.實習指導教師工作繁重，無法落實教育實習輔導制度。（二）由雙方合作關係現況差異性分析得知：1.在合作現況之差異中顯示在「設備資源」項目上中、南、東部實習學校及私立師資培育機構有比較劣勢之表現。2.實習教師對於雙方合作關係持負面反應。（三）由雙方合作關係需求分析得知：1.全體受試在合作需求的評定順序是：(1)教師發展；(2)教育實習；(3)教學課程。2.師資培育機構宜成立重點實習學校發展暨區域性教育輔導中心。3.實習學校掌握「平等與互惠」原則能使雙方合作關係穩定又良好。4.實習輔導教師給予實習輔導教師津貼補助，才能獲得尊重並給予物質上之補貼。（四）由雙方合作關係需求差異性分析得知：1.在個別受試背景之優先需求得知：(1)師資培育機構人員在教育實習、研究發展有較高的需求。(2)實習學校行政人員在教師發展、行政服務的需求較高。(3)實習輔導教師暨實習教師在教師發展、行政服務的需求較高。（五）由調查實習輔導制度所衍生的問題分析得知：1.師資培育課程宜注重班級經營技巧之訓練。2.落實實習輔導制度評量工作。3.實習教師對於師資培育機構舉辦之各項研習活動肯定其功能。4.全職實習教師心態不平衡。5.從個別意見調查中顯示實習教師對雙方合作關係持較負向的觀感。6.從供需差距之認知中發現實習教師、實習輔導教師、實習學校行政人員對於「實習學校訂定獎勵辦法」有共同看法。本研究之成果可瞭解師資培育機構與中等學校教育實習機構合作關係現況暨合作關係需求與其差異性，並提出具體改進建議，以為未來教育界之參考。 / The purpose of the study is to make an empirical survey on the cooperative relationship between teacher training institutions and intern institutions of secondary schools. The respondents of the study include the dean of the center the educational program center, the dean of intem-guide center in the teacher training institution, intern master teachers, administration of intern school institution (inclusive of the principal, the academic dean, the dean of students, the dean of the consultant center, and the executor of educational plans), teacher training institution mentors, and intern teachers. The methods of the study contain both the method of the questionnaire and that of the semi-structured interview, issuing 1,000 copies of the questionnaire. The percentage of the returned questionnaires mounts to 68.3 percentage. Other respondents are two personnel in the teacher training institution, one principal in senior high school, and two intern teachers.The result of the study shows: A. According to the analysis of the appearances between their cooperative relationship: 1. The orders of the appearances about cooperative relationship judges from the entire respondent: (1) internship; (2) facility resources; (3) teachers' development. 2. The keys of successfully cooperative relationship between the teacher training institution and the intern school are based on the definite relationship between their rights and responsibilities as well we their sincere attitudes. 3. Intern teachers cannot understand or don't see the content of the contract about educational cooperation. 4. The principal of the intern school is discontent with the attitude of the teacher training institution. 5. The frequency of their contacts may frustrate the expectation of the content about the cooperative relationship. 6. The intern-guide system cannot work efficiently due to the intern master teachers' overwork. B. According to the analysis of differences between their cooperative relationship: 1. About the differences of the cooperative appearance on "facility resources",Central, Southern, Eastern intern schools, and private teacher training institutions have inferior performances. 2. The intern teachers hold negative attitudes toward the cooperative relationship. C. According to the analysis on the demand of the cooperative relationship: 1. The orders of the cooperative relationship demand from all the respondents: (1)teacher's development; (2) internship; (3) teaching curriculum; (4) administration service. 2. Teacher training institutions should set up key-point intern school and develop regional inter-guide center. 3. Intern school stick to the principle of equality as well as mutual benefits can make their cooperative relationship stable and well. 4. Teacher training institutions should give teacher training institution mentors reasonable allowance so as to own their respects and compensate them on the material. D. According to the analysis on the difference of the cooperative relationship: 1. The individual respondent's superior demand shows:(1) Teacher training institutions have higher demand on internship and study development. (2) Administration of intern school has higher demands on teachers' development and administration service. (3) Teacher training institution mentors and intern teachers have higher demands on teachers' development and administration service. E.According to the analysis of questions derived from the investigation of intern-guide system: 1. Teacher training curriculum should put emphasis on the developing the skills of classroom management. 2. It is important to activate the evaluation system about the intern-guide system. 3. Intern teachers should hold positive viewpoint on the research conferences held by teacher training institutions. 4. Full-time intern teachers' minds are unbalance- able. (or Full-time teacher cannot keep their minds balance.) 5. From the personal opinion, it shows that the intern teachers hold the negative view on cooperative relationship. 6. From the difference on demand ad supply, we realize that intern teachers, intern master teacher and administration mentor of internship have the identical viewpoint on " setting up rewards schemes for schools of internship". Through the investigation and the results of the study, we can understand the cooperative relationship between teacher training institutions and intern institution of secondary school accompanied by their demand and difference on the relationship.In addition, I sincerely hope my study can offer some constructive suggestions for future study.

本研究旨在探討國中小實習教師的教師效能感及工作壓力現況，並針對不同背景實習教師分別比較兩者之差異，同時瞭解其間之相關情形，最後研究不同背景變項與教師效能感對工作壓力的預測功能，俾供教育主管機關及實習教師參考。 本研究採問卷調查法，透過文獻探討，蒐集有關實習教師、教師效能感與工作壓力方面的資料，研究工具為自編的「實習教師效能感與工作感受問卷」，其中包括有個人背景資料、教師效能感量表、工作壓力量表及開放性問題等四部分。本研究叢集抽取國中30所、國小60所之桃園縣實習教師500位為樣本，回收有效卷共計414份，回收率82.8%。問卷所得資料以SPSS統計軟體處理，採次數、百分比、平均數、標準差、積差相關、單因子多變量變異數及逐步多元迴歸等統計分析，以回答待答問題。 本研究主要結論如下： 一、實習教師感受整體教師效能感屬中上程度，其中又以「一般教學效能」層面較高 二、實習教師感受工作壓力屬中等程度，以「工作負荷與生涯角色」層面感受較高 三、不同性別實習教師有不同教師效能感受 四、除性別外，不同背景實習教師效能感無顯著差異 五、除實習學校外，不同背景實習教師感受工作壓力無顯著差異存在 六、實習教師效能感之「個人教學效能」與工作壓力之「管教問題與人際溝通」呈現顯著負相關；「一般教學效能」與工作壓力之「工作負荷與生涯角色」及「管教問題與人際溝通」皆呈現顯著負相關 七、實習教師效能感對工作壓力具有效負向預測功能 八、對實習過程而言；近五成實習教師感受快樂或非常快樂，近四成感受有壓力或壓力很大 九、實習教師工作壓力來源，以教師甄試及對未來不確定性、與輔導老師溝通不良、實習工作繁雜、津貼過低等居多 十、實習教師提出心中的感受及建議，值得重視 最後，本研究根據發現及結論，分別就教育主管單位、師資培育機構、實習輔導學校、實習教師及未來研究提出具體相關建議。 / The purposes of this study were to investigate the status of the intern teachers’ sense of efficacy and the job stress, to compare the differences of sense of efficacy and job stress due to different backgrounds, and to examine the correlation between their sense of efficacy and job stress. In conclusion, researched job stress predict function in different background and teachers’ sense of efficacy, I hope to provide references for the educational administration authorities and intern teachers. This study adopts the methods of literature review and questionnaire, aided with literature explore to collect information on intern teachers, teachers’ sense of efficacy, and job stress. The research instrument used was a self-designed survey named “Questionnaire on Intern Teachers about Teachers’ Sense of Efficacy and Job Sense”. The questionnaire consists of four parts: personal background information, teachers’ sense of efficacy, job stress, and opening questions. Study samples were 500 intern teachers from 30 elementary schools and 60 junior high schools in Taoyan County. There were 414 valid surveys received, accounting for 82.8% of the total surveys distributed. Information obtained was statistically with factor analysis, mean, standard deviation, one-way MANOVA, Pearson product-moment correlation test, and multiple stepwise regression analysis of the statistically relation software SPSS. The conclusions obtained from this study are summarized as follows: 1. Inter teachers reached a high middle level of sense of efficacy. The highest level due to general teaching efficacy. 2. Intern teachers’ job stress achieved the middle level. The ”workload and career role” level is the main pressure. 3. Gender differences showed the differences on teachers’ sense of efficacy. 4. No significant correlation on different variables on teachers’ sense of efficacy, but gender backgrounds. 5. No significant correlation on different variables on the job stress, but intern mentor school backgrounds. 6. There is a significant negative correlation between the sense of efficacy dimension of personal teaching efficacy and the job stress dimension of teaching problem and personal relationship. There is the other significant negative correlation between the “general teaching efficacy” aspect of teachers’ sense of efficacy and the “workload and career role” and “teaching problem and personal relationship”. 7. Teachers’ sense of efficacy have the negative predict function on job stress. 8. In the process of Intern teachers’ practice learning, nearly 50% of the intern teachers feel happy or very happiest, and nearly 40% have pressure and the most. 9. The main causes of the job stress on the intern teachers are job interviews and recruitment, uncertainty of one’s future, poor communication with one’s supervisor, complexity of work practice, extremely low allowance, etc. 10. The intern teachers’ feelings about the internship and suggestions are worth paying attention. Finally, based on the research findings and conclusions, here comes some suggestions for our educational administration authorities, teacher-education institutes, intern mentor schools, intern teachers and future studies.

從高等教育學與術的辯論出發，本研究聚焦在實習的議題，以新聞傳播系所學生的學習經驗出發，探討學習者對於校外實習經驗的反思，以探索他們對於學習生涯的意義與自我觀的演變。 研究者透過深度訪談以瞭解新聞傳播系所學生在校外實習遭遇的困難，及應變的心理機轉，並發現在實習歷程中，學生遭遇到最主要的困難在於角色定位不明、實習時間不足，難以融入實踐社群，自然無法近用到工作所需之結構性資源。 在實習期間的觀察與反思，學生會將以往所學作為實作的基礎，但也會因為組織環境的差異而有所調整，乃至於在新的工作情境中發展出和在校時截然不同的學習策略。 回到學校進行後續學習時，學生亦會對先前實習經驗進行反思，瞭解到學校環境和實務環境的基礎差異，並將這樣的反思回饋到自己對生涯規劃和新聞專業的想像上。 研究者建議，新聞傳播系所在教學時，應教導學生在實習工作中觀察的技巧，要看到程序性知識的精髓，而非僅是複製技能，並在實習之後將實習的經驗視為觸發反思的契機，鼓勵學生分享實習的經驗，從中學習成長。另外，也呼籲收實習生的媒體單位，能將實習生的角色做妥適的運用，以創造產學雙贏。