The purpose of this study was to construct the indicators for accrediting institutions for intern teachers in Taiwan. Based on the result of document analysis, literature review, four times of panel discussion, public hearings, expertise validity and questionnaire review separately, the researcher constructs eight domains and thirty-five indicators for research. Samples not only are composed of domains administrative personnel; teachers whom work in affiliated experimental elementary and secondary schools, but consisted of intern teachers. The total number is 563. The research uses descriptive statistics, t-test and one-way ANOVA to analyze the appropriation of these indicators. In terms of the result, the research found out that ¡§the ideas of educational practicum¡¨ and ¡§the plan of educational practicum¡¨ are the best appropriate domains. Moreover, the male participants think the domain of ¡§checking system of educational practicum¡¨ is more appropriate than female. The intern teachers think the domain of ¡§the plan of educational practicum¡¨ and ¡§administrative supports of educational practicum¡¨ are more appropriate than those who had already finished their educational practicum. Except the domain of ¡§the achievement of educational practicum¡¨, there are significant differences in other seven domains between different identities. And the indicators of quality of mentor have significant differences between different school types. Finally, based upon above conclusions, the researcher offers several related suggestions to the education authority, the institutions of intern teachers, the institutions of teacher education and future studies, hoping to improve the educational practicum.

The blog provides the place of communication and sharing with the elementary school student teachers who practice teaching at diffinent schools. Using the blog to compose practice process provides the practice- guide organization with practice teachers' another guide channel.The researcher wants to understand how student teachers use the blogs. This study aims to explore the process and the impact of the use of blogs by 10 student teachers on' self-presentation and the internet learning community during one year student teaching practicum. Thus, the purposed of this study are: 1) to observe the self-presentation of blog use in the progress of student teaching, 2) to explore the culture of the internet learning community formed from the blogs of elementary school practice teachers, and 3) to explore the impact of blog writing on the self-presentation and the internet learning community for student teachers. This study uses qualitative research methods, including non-participant observation, interviews, and documentary reviews. After careful examination and analysis of the data collected, the following conclusions are reached: 1. The issue of trust and privacy of public blogs remains a challenge for the use of blogging in education. 2. Blogging helps to generate self-reflection. 3 . The main activity on the blog by the student teachers is journal writing instead of interacting with other student teacher peers. 4. The culture of the internet learning community in the blog environments for the participating student teachers is formal and serious. 5. Student teaching weblogs are not only a "performance stage" but also a "supportive community". The conclusions of this study would be served as suggestions and references for follow-up research. The suggested of this study are: 1) compare the student teacher use paper with blog to write daily record.2) the public of blog have the influence of student teachers.3) which is the factor obstructed student teacher interaction the discussion.

Intern teachers are more likely to be placed in hard-to-fill content areas, such as math, science, and special education, which exacerbates their initial teaching experiences as teachers of record. For new teachers in their intern credential program, these factors compound the stress of attending coursework while managing their experience as a novice in the classroom. Without proper mentoring and support in these placements, teachers of color may perceive themselves as feeling less successful in the classroom. In this mixed methods study, the researcher investigated the types of support intern teachers of color need in successfully completing their teacher preparation program. Quantitative data were collected using archival research to determine perceived levels of preparedness by intern teachers of color. In alignment with explanatory sequential method, interviews were conducted to gather qualitative context to explain the quantitative data. Three themes emerged from the data analyses that formed these theories: (a) as a new teacher, it is common to feel overwhelmed, confused, or frustrated while trying to balance multiple demands; (b) teaching racially diverse students presents unique challenges; and (c) to thrive as a teacher, it is crucial to seek support from colleagues, mentors, and support networks. Implications for practice include systematizing strong mentorships, implementing teacher team models, and training intern support networks on cultural awareness. These findings provide information to intern programs about the types of support needed to be culturally responsive to the needs of both diverse teachers and the students they serve.