實習是從職場情境中學習的一種機會，並且也是整合理論與實務的橋樑，本研究主要在於探討正修科技大學幼兒保育系之嬰幼兒保育實習課程相關參與者對現行實習制度的認知、省思與建議。本研究採用訪談的方式來進行資料的蒐集，共有20位實習輔導老師以一對一的方式進行訪談，而有8位實習指導老師參與焦點團體訪談。由研究結果得知，實習輔導老師認爲實習生對於實習班級的影響是正面的，且表示實習生的主要角色是進行教學、學習一天工作流程及協助照顧幼兒。另外，更進一步表示教學表現、班級經營、人際互動及個人的心態與特質是實習生較常面臨的困境。而針對現行實習課程實施方式，實習輔導老師建議應多增加實習天數，如此才能讓實習生對幼兒保育專業有更深入的體悟。在實習指導老師方面，則表示現行實習課程實施時所遭遇到的主要困難包含：實習生的心態；實習生本身的專業能力；實習機構的分配；以及實習生與指導老師的配對。而實習指導老師所提出的建議，包括配合課程規劃，開放多元實習機構，以及身爲指導老師應多思考如何調整實習生的心態，避免學生對實習存有排斥的想法。

Practicum is a chance for students to learn in the working field. The main purpose of this study is to explore the introspection and suggestion of participants of practicum program in the Department of Early Childhood Care and Education at Cheng Shiu University. Face-to-face interview and focus group interview were used for data collection in this study. Twenty teacher tutors were face-to-face interviewed and 8 university teachers participated in a focus group interview. The results showed that teacher tutors considered the practicum students having positive influences on their classroom management and indicated that the roles of being a practicum student included teaching, learning work procedure and assisting in taking care of young children. Further, teaching performance, classroom management, interpersonal interaction and personal attitudes and characters were cited as the difficulties of being a practicum student. Teacher tutors suggested increasing the duration of practicum. On the other hand, the University teachers cited students' attitudes, professional abilities and the method of arranging institutions as the main difficulties of carrying out practicum program. The suggestions from them included to diversify the practicum institutions and to make students think positively about practicum.