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。

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.

本研究之目的為：一、探討行動取向師資培育模式的理論基礎。二、建構行動取向師資培育模式的變項。三、實地試驗行動取向師資培育模式的效能。四、探討知識轉變為行動的歷程。 本研首先透過文獻分析，探討行動取向師資培育模式的理論基礎，建構行動取向師資培育模式的知識、計畫、表現、省思和精熟等五大變項，再用「個案實驗研究法」，選擇花蓮師範學院大學部三年級兩位修習「教育實習」之師資生為樣本，分為實驗組和控制組，進行「知識輸入」實驗處理後，實施六回合計畫、表現、省思試教實驗。資料蒐集的方法有知識引出訪談、教學設計、放聲思考think aloud與轉譯、試教錄影與轉譯、省思錄影與轉譯及研究者實地觀察記錄。資料分析的方法有資料的持續比較、路徑發現分析、精熟情形分析、資料的次數分析、百分比分析等。本研究的重要發現有： 1.教師的知識應分為「領域通用或領域間通用的知識」（一般教育學知識）和領域專用的知識（學科知識）兩大類；領域專用的知識應再分為領域內通用的內容知識、單元╱課專用的內容知識、領域內專用的教學法知識、領域內專用的教學步驟知識；兩類知識交融產生「領域專用的教育學知識或學科教育學知識」。 2.獲取與記憶之學院設計安排的「識字與寫字」教學相關知識、實驗處理的知識，確實成為發展教學行動表徵與採取行動的基礎。 3.一節的「識字與寫字」課，需交融領域間通用的的知識、領域內通用的內容知識、單元專用的知識或常識、領域內專用的教學法知識交融轉換生產教學行動表徵。 4.「識字與寫字」的教學設計需要提取領域內通用的內容知識和單元專用的內容知識，這些知識影響教學行動表徵的生產量。 5.本研究中「設計的教學行動表徵」有84%以上產生具體行動表現。 6.知識越充足計畫量就越多、教學表現量也越多，省思量也隨著增加。 7..經六回合的計畫、表現、省思之後，各個項目都有進步和精熟化的表現，以本研究自編的「陳述性知識與程序性知識11等級量表」評估知識的進步與精熟等級分別從實驗前的3.4和3.5，提昇為7.9和8.1。 最後本研究針對師資培育方案規劃、課程發展、教學、督導、與評鑑，以及未來繼續研究之建議。 / The purpose of this study was to investigate an action-learning model for teacher education. In addition, the study intended to provide implications for the linking knowledge and action of teacher education. The current researcher reviewed literature to analyze the rationale of an action-learning model for teacher education and to construct the five variables of knowledge, design, performance, reflection and mastering for the model. The experiment method was used. The subject was two student teachers. One student teacher studied how to teach elementary school students’ Chinese vocabulary and handwriting from a videodisk. Both the two student teachers teach elementary school students’ Chinese vocabulary and handwriting for six sessions. Knowledge elicitation interview, instructional design, thinking aloud and video recoding were used for datd collection. The showing your work analysis, protocol analysis, constant comparison analysis, the pathfinder analysis, frequency analysis and percentage analysis were used for data analysis. The findings from this study are the following: 1.The pedagogical domain-specific knowledge or pedagogical content knowledge was blended by the knowledge of domain-general and the knowledge of specific-specific. In order to analyze the pedagogical domain-specific knowledge from instructional design, the knowledge of general-general is named of intra-general-general. The knowledge of domain-specific should be divided into inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, and inner-domain-general process. 2.The programmed knowledge learned from teacher education program and from experiment treatment were able to develop the representation of teaching action and teaching action. The two kinds of knowledge were useable. 3.Teaching elementary school students’ Chinese vocabulary and handwriting needs to blend the knowledge of intra--domain general and the knowledge of domain-specific（The knowledge of inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, inner-domain-general teaching process）. 4.To design the teaching of elementary school students’ Chinese vocabulary and handwriting need to blend the knowledge of general-general and the knowledge of specific-specific. The more the knowledge of these two areas induces the more production of representation of teaching action. 5. The subjects had transferred 84% representation of teaching action into their teaching in the current study. 6.The more knowledge of intra-domain general and the knowledge of domain-specific could produce the more production of the representation of teaching action. The more production of the representation for teaching action could transfer the more performance in teaching. The more performance of teaching could induce the more reflection of teaching. The current study not only provides implications for teacher education but also suggests directions for further research.