本研究為有關高職學校教學品質視導第二年後續研究之一。教學品質視導是由受過視導訓練者，透過民主方式，基於全面品質管理以科學化及系統化原則，協助受輔者教學能力的成長；並以此內涵制定系統化視導程序，建構教學品質視導模式。高職學校教師正確有效發展教學能力之態度與行動，應始於實習教師階段，以端正教學能力發展概念，確保教學品質，故高職實習教師應受妥善視導。因此，本研究運用第一年研究所得教學品質視導模式，實地協助受輔實習教師教學能力的成長。在研究方法上，藉由教學觀察、相關文件分後、訪談等方式進行資料的蒐集；而研究被觀察對象主要為二位受輔實習教師及六位視導教師，共八位人員。最後研究獲致的結論主要是：受輔實習教師因教學品質視導的協助，使其不斷透過修正教學策略，教學逐漸流暢，教學能力明顯改變提昇，且實質成長內涵表現在專業發展、教學準備、教學執行、教學評量、教學經營管理、輔導學生等能力上。

　　　　　The following research is a study of instructional quality supervision for vocational high school. The instructional quality supervision should be conducted, through a democratic way, by supervision trainer. With scientific and systematic principles, the practice teachers' teaching competency would be developed on the basis of total quality management. With this instructional quality supervision, a systematic supervision procedure an instructional quality supervision model would be constructed. A vocational high school teacher's development of teaching attitude and skills should start at the period of practice teaching. In order to develop the concept of teaching competency and quality, a practice teacher should be supervised and tutored. Therefore, this study had the application of the instructional quality supervision model from the first research. Making use of the principles of total quality management helped the practice teacher grow indeed. Nonparticipant observation, document analysis, and interview were utilized to get the data. This study included eight people, two practice teachers and six tutors. As a result, a practice teacher could enhance his teaching competency significantly through the instructional supervision. The essence of a practice teacher's growing should focus on the professional development, the preparation, implementation, assessment and management of teaching and the skill of guiding students.