我國新制師資培育改革基本精神之一即是落實職前教育實習制度，依師資培訓法規定頒佈之「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」，其中主要特色之一在於改革既有模式，推行以學校為本位的師徒制實習輔導，且強調建立嚴密的教育實習輔導行政督導與學術諮詢體系。除了要求省市廳局及教師研習中心負責行政督導之功能外，並期望師資培育機構之特約實習學校為每一位實習教師聘定經驗豐富的優秀教師擔任實習輔導教師，教育實習之成效「實習輔導教師」實在扮演非常關鍵的角色。 本研究指在探討中等學校實習輔導教師輔導專業知能發展之需求，以系統化需求評估之方法，整合教育實習輔導歷程中相關人員（實習輔導教師、實習教師、實習指導教師、教育實習專家學者及學校行政人員）的意見與看法，針對實習輔導教師輔導專業知能進行探討，期能作為中等學校實習輔導教師輔導專業知能課程規劃之參考。

Field experience is consisdered as an essential process for teacher preparation program. It is a stage for pre-service teachers to try out educational pedagogical knowledge and skills acquired from the university institution in the real school context. However, the year of field experience is often traumatic and challenging, and the assistance and support during that year is crucial. As the roles into which schools continue to welcome pre-service teachers become increasingly complex and demanding, the need for assistance and support in the field experinece period becomes greater. In order to enhance the professional competencies of pre-service teachers, there is a common recognition that the roles and mentoring skills of cooperative teachers are very important. Although the regulation of the Ministry of Education has required cooperative teachers to play an important role, the specified duties and mentoring skills are not mentioned. The purpose of this study was to conduct a needs assessment of mentoring knowledge and skills of cooperative teachers. The research method included focus group interview and large scale survey. It is hoped that opinions acquired from cooperative teachers, pre-service teachers, school administrators, and university teacher educators can contribute to the identification of mentoring competencies of the secondary school cooperative teachers.