本研究主要目的在探究一位實習指導教授協同一所實習學校的輔導教師、行政人員，在實習學校所提供的相關實習輔導措施下，共同協助6位實習生專業成長之歷程。相關實習輔導措施包括：實習輔導配對、參與「教師專業學習社群」及到不同班級見習。研究結果發現如下：（1）國小實習生師同儕專業成長團體的實施，能激發個案實習生教學的反思，督促自我成長。（2）個案實習生在原班級的實習外，隨同輔導教師參與「教師專業學習社群」，並到不同班級見習，能提昇個案教學專業知能。（3）輔導教師對個案實習生接納、關懷與鼓勵態度，以及角色和責任的知覺有助於師徒式關係建立。（4）個案實習生經由實踐行動、反省思考的行動研究方式實習輔導，有利於他們在真實的教學情境中成長、提昇其教學知能。

This study examined a model of student teaching based on the collaboration of supervisors, school personnel, and student teachers. Specifically, this research focused on 6 student teachers who received support from related practice guidance and professional development assistance from a student teaching supervisor, mentors at a practice elementary school, and administrators. The related practice strategies involved matching mentor-student teacher pairs for practice guidance, participation from the professional teacher learning community, and various classroom teaching practices. The results indicated that by joining a professional development peer group, student teachers were more likely to reflect on their education, thereby promoting personal development. In addition to the original practice class, the student teachers who participated in the professional teacher learning community with their mentors received additional opportunities to practice in various classes, further refining their teaching experience and skills. From a humanistic perspective characterized by caring and communication, a thorough understanding of the role and responsibilities of a mentor benefit student teaching provided with a mentor-apprentice approach. Finally, the reflection, practice activities, and action research approach to teaching guidance enabled the student teachers to achieve specialized development and refine their skills in a natural learning environment.