如何提供師資生適性的引導，使其能超越限制、展現內在能動力，發展教師專業認同，是本研究的核心議題。爰此本研究發展了一個架構於師培課程間的專案設計－「未來教師影響力實驗室」：以影響力的發揮為目標，透過以專案為基礎的跨界導向學習，支持學生真實理解、跨界思考與創新實踐。經兩學期的循環修正，本研究建構出校準、提升與活化三階段專業發展實施模式及具體的評量規準。16位參與學生之前後測與專業發展微型專案顯示，認同迷失的程度明顯降低，尋求認同的傾向漸增，跨界潛力與多元思維亦有進步。此項實踐探究可供未來教學與研究參考。

This study focused on how to provide adaptive guidance for future teachers so that they can transcend their limitations, demonstrate intrinsic agency, and develop their professional identities. The study involved the design of the "Future Teacher Impact Lab," which integrated project-based cross-border-oriented learning in teacher training courses. This approach supports students in achieving real understanding, cross-border thinking, and innovative practice. After two semesters of cyclic revision, the study established a three-phase professional development implementation model, along with specific evaluation criteria for calibration, promotion, and activation. The pre-and post-test and professional development mini-projects of the 16 participating students revealed that the degree of identity diffusion decreased significantly, the tendency of identity moratorium increased, and cross-border potential and diversified thinking improved. This practical inquiry provides valuable insights for future teaching and research, offering a reference for implementing adaptive guidance and project-based cross-border learning in teacher training programs.