本研究旨在探討「高級中等以下學校及幼稚園教師資格檢定及教育實習辦法」頒佈實施之後，國中英語科實習教師在此新制實習制度之下，所獲得的實地經驗內涵及其角色定位，以兩位國中英語科實習教師為主要研究對象。研究目的如下：
（一）經由文獻探討，分析並瞭解國內外有關實地經驗內涵與實習教師角色定位之相關研究，以及建構論與反省取向師資培育之趨勢。
（二）了解我國新制教育實習制度實施後，國民中學英語科實習教師所獲得的實地經驗內涵。
（三）分析我國新制實習制度之下，國民中學英語科實習教師在實地經驗中之角色定位，及其與實地經驗中重要他人之間的人際互動情形。
（四）綜合探討新制實習制度之下，前述之國中英語科實習教師實地經驗內涵與角色定位，與實習教師專業成長之關連及影響。
（五）歸納研究結果，提出對實習制度改進之建議。
本研究採參與觀察、錄影、半結構式訪談、意見調查表、資料蒐集與分析等質化研究方式；研究主要發現可歸納為：
（一）集中實習時期的實地經驗內涵包括了導師實習與教學實習；教育實習時期則包括了行政實習、導師實習、教學實習。就項目而言，與「高級中等以下學校及幼稚園教師資格檢定及教育實習辦法」之規定相符，但實質上依不同學校、不同實習輔導教師的安排與作法而有很大差異。
（二）實地經驗中的主要成員（實習指導教授、實習輔導教師、實習教師、實習學校行政人員、實習班級學生）對於實習教師角色的定位影響了彼此相互對待的互動關係，而彼此間有著角色定位與期望的差異。
（三）實地經驗內涵中，實習教師在教學專業能力方面獲得最多實踐、參與的機會，也因此獲得最多的成長。導師實習方面則多為吸收他人經驗作為參考；而行政實習則較無獲得實質上的學習。
（四）實地經驗中的主要成員彼此間角色定位與期望的差異影響了實地經驗內涵，也因此影響實習教師所經歷的專業成長歷程。其中，尤以實習輔導教師為最關鍵的影響者。
（五）反省性教學策略的運用，促進了實習教師對於自己各項表現的覺察與反省，也增進實習教師的專業成長。
（六）其他研究發現：
1. 集中實習對實習教師而言有其重要性。
2. 角色間的其他互動與影響──例如實習教師對於實習輔導教師與實習班級學生之間的關係會造成影響；而實習輔導教師對待實習教師的態度也會影響實習班級學生對待實習教師的態度。
3. 實習輔導教師的指導策略──實習輔導教師在指導實習教師時所運用的指導策略相當有限，多元性不足，且未經詳思規劃，顯得未必能適時適當或切合實習教師需要。
根據上述研究發現，本研究提出以下建議：
（一）增進實地經驗中重要成員間更多坦承開放的溝通與互動；
（二）對於實習輔導教師提供獎勵、支援與培訓；
（三）可配合團體輔導方式，提供多元學習，以避免一對一師徒制可能的負面影響；
（四）實地經驗內涵的重要性更甚於時間長短；
（五）可在實地經驗中採用反省性教學策略，以培養實習教師的反省能力、並促使其獲得更多的成長。
（六）建議未來可對於實習教師之實地經驗內涵、角色定位與其所獲得專業成長之關聯作更進一步研究。

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顏慶祥、湯維玲、蔡炳倫（民87）。我國實習輔導教師專業成長之研究。行政院國家科學委員會專題研究計劃成果報告。
嚴祥鸞（民85）：參與觀察法。載自胡幼慧編：質性研究，195-222頁。台北：巨流。
饒見維（民85）：教師專業發展：理論與實務。臺北市：五南。
饒見維等（民85）：師範學院教育實習的理論模式。載於八十學年度師範學院教育學術論文發表會論文集。220-254頁。

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