本研究之目的乃在探討特約實習幼稚園、實習指導教師、實習輔導教授遴選標準與制度，以提供有關當局訂相關遴選標準與制度之參考。就此目的，本研究首先進行文獻分析，整理歸納特約實習幼稚園，實習指導人員之遴選要素與遴選辦法，以作為接續之問卷調查與專家訪談之內容依據。問卷調查對象包括大專院校幼教相關科系教授、教育局幼教相關行政人員、幼稚園園長或主任、幼稚園教師及大專院校幼教相關科系在校生，共530名。訪談專家包括大專院校幼教相關科系授授、教育局幼教相關行政人員、幼稚園園長或主任及幼稚園教師，共23名。最後，問卷調查與專家訪談所得資料初步分析後，並經交叉檢視以獲取結論。 綜合研究結果所得，本研究建議： （一） 在研訂特約實習幼稚園之遴選標準時，可以有不同之模式，其一可酌參整體性之遴選標準，其二亦可酌參理念行政、環境設備與教保活動三類分項之遴選標準。 （二） 在研訂實習指導教師之遴選標準時，可以有不同之模式，其一可酌參整體性之遴選標準，其二亦酌參專業背景、輔導能力與教學能力三類分項之遴選標準。 （三） 在研訂實習輔導教授之遴選標準時，可以有不同之模式，其一可酌參整體性之遴選標準，其二亦可酌參專業背景與輔導能力二分項之遴選標準。 （四） 特約實習幼稚園、實習指導教師及實習輔導教授之遴選制度有二種遴選方案，可由師資培育機構主導，亦可由遴選委員會主委。 （五） 為落實實習制度，本研究建議(1)結合幼稚園評鑑與特約實習幼稚園之遴選作業；(2)強化幼稚園提供實習機會之意願；(3)強化實習指導教師之輔導意願；(4)訂定實習教師輔導辦法；(5)增設高級輔導教師以擴增實習輔導教授之來源；(6)尊重實習教師與特約實習幼稚園間相互選擇之權利；(7)加強實習遴選作業主導機構與師資培育機構間的溝通與協調。

　　　　　The purpose of this study is to examine the requirements and the selecting process for sites, cooperating teacher and supervisors for the student teachers of the early childhood teacher training program. The process of investigation includes pilot inquiry, panel discussion and survey. The tools for investigation include a pilot questionnaire, an interview guide and a final questionnaire. 23 persons, including college professors, administrators, directors, teachers and college students in the field of early childhood education, were interviewed. 530 persons, includingcollege professors, administrators, directors, teachers and college students in the filed of early childhood education, were surveryed. Based on the results of the interviews and surveys, the suggestions of this study are as follow: 1. The requirements for practicum sites should be flexible and could be based either on the suggested general requirements or on the three aspects of administration, equipment, and curriculum and teaching. 2. The requirements for cooperating teachers should be flexible and could be based either on the suggested general requirements or on the three aspects of professionalism, the capability of supervision and the capability of teaching. 3. The requirements for supervisors should be flexible and could be based either on the suggested general requirements or on the two aspects of professionalism and the capability of supervision. 4. Teachers colleges or the selecting committee should be in charge of the selecting process. 5. For an efficient selecting process, this study also suggests that (a)selecting accredited sites; (b)encouraging the participation of kindergartens; (c)encouraging the participation of cooperating teachers; (c)preparing handbooks for cooperating teachers to follow; (e)setting the range of advanced cooperating teachers to be supervisors; (f)allowing student teachers to select their own sites; (g)strengthening the cooperating between the selecting committee and teachers colleges.