本研究旨在瞭解職前教師服務學習之現況，並探討其對職前教師專業成長之成效。 為達上述目的，本研究以臺北市立體育學院修習國民小學及中等學校特殊教育學程之學生為研究對象，透過問卷調查法蒐集資料。本研究工具為研究者所修訂的「職前教師服務學習成效評估問卷」，有效樣本為189名。資料分析採描述性統計、皮爾遜積差相關、獨立樣本t檢定、單因子變異數分析以及Scheffé事後比較。本研究之主要發現為： （一）職前教師服務學習內容以「支援體育表演會或活動」為最多，服務學習的方式與地點則以巡迴各校或機構服務為主。 （二）服務學習對職前教師之「社會認知與適應」、「教育專業認知與態度」、「生涯探索與規劃」、「學校行政專業知能」、以及「教學與輔導專業知能」五個向度之專業成長皆有正面的效果。 （三）不同教育學程類別、不同服務學習時數在服務學習之專業成長效果上無顯著差異存在。 （四）學程年級愈高，愈肯定服務學習對專業成長的效果。 根據本研究發現，提出妥善規劃服務學習制度、提供相關資訊與資源、建立正確認知、擴展學習內涵、建立評鑑機制、以及後續研究等建議，以供師資培育機構與職前教師施行服務學習之參考。

The purpose of the research is to survey the implementation status and effects on pre-service teachers' service learning. The data were collected via questionnaires among students who take elementary school and special education teacher programs at Taipei Physical Education College. 189 valid samples were analyzed by descriptive statistics, Pearson product-moment correlation, independent sample t-test and one-way ANOVA. The main conclusions of this research are: 1. Doing physical education performances is the most preferable activity on service learning of pre-service teachers. The ways and places of service learning are itinerating schools or institutions. 2. Positive effects on service learning of preservice teachers include social cognition and adaptation, education professional cognition and attitude, professional competency of school administration, career exploration and planning, professional competency of teaching and counseling. 3. There are no significant differences in factors such as the teacher education programs and hours of service learning. 4. There are more effects on professional development for senior grade pre-service teachers. According to the findings of the study, the suggestions for teacher education centers and pre-service teachers include: planning the service learning systems, providing information and resources, developing correct cognition of pre-service teachers, extending learning content, developing evaluation, and following recommendations for studies in the future.