本研究旨在探討一位幼教準教師在集中實習中所經驗的困境、其因應之道、及經歷困境對其專業成長的意義。藉由對此個案之研究分析，希望能揭示師資培育者如何透過課程、組織、及改善人際互動來協助實習教師達到專業成長。本研究以下列三項待答問題為核心： 一、 該準教師在集中實習中遭遇那些困境？ 二、 她如何因應這些困境？ 三、 經歷這些困境對她專業成長的意義？ 本研究採用詮釋性的研究觀點和方法。以觀察、晤談、收集實習日誌和總結實習報告的方式收集資料。研究發現包括下列四點： 一、 本研究之幼教準教師經歷了四類困境：(1)夾縫求生，(2)角色界定混淆，(3)專業知能未臻成熟，(4)幼兒關注引發兩難狀態。 二、 實習經驗中的困境似乎無可避免；然而，經歷困境未必總是產生負面效果。端看實習生、原班老師、及指導教授如何互相協調以因應這些困難。 三、 實習教師與原班老師教學理念之共通性，因其程度高低，對於專業成長各有不同功能，共通程度低者較易激發對其原來理念的省思；共通程度高者則較易提供琢磨教學技巧之機會。 四、 基於對本研究中個案之研析，實習教師的經驗顯現三種本質：(1)對於自我作為學習者及教學者的認識，(2)尋求自我教學風格和自主權，(3)結合理論與實務。

　　　　　The purpose of this interpretive study is to examine the problematic situations a prospective early childhood teacher, Carolyn, perceives during student teaching and how she experiences those problematic situations. Three questions are raised: (a)What are the problematic situations that the preservice teacher encounters during student teaching? (b)How are these situations experienced and dealt with? (c)What does going through these situations mean to the prospective teacher? The following findings emerged from this inquiry. First, four groups of problematic situations seemed to be most salient in Carolyn's student teaching experience. They include (a)walking the middle line, (b)relational and role definition issues, (c)lack of experience, knowledge, skills and resources, and (d)pupil concerns. The perception of these problematic situations manifests the interplay of Carolyn's personal characteristics and the classroom contextual elements. Second, the experience of problematic situations during student teaching seemed to be inevitable, though the consequences of such negativity are not necessarily negative. Carolyn's case witnessed growth in both consolidation of teaching perspectives and establishment of more tactful teaching practices after undergoing these problematic situations with appropriate supervision and guidance. Third, Carolyn's perception of the problematic situations reveals different functions and impact of the extent of compatibility between Carolyn's original perspectives and the cooperating teachers' perspectives. The incompatibility between her first teacher's perspective and her own belief of good teaching led Carolyn to reflect on a more theoretical aspect of teaching, while the similarity of her second teacher's perspective and her own exposed Carolyn to her own limitations in enacting the good teaching she would like to emulate. Fourth, based on Carolyn's experience, some essence of the experience of being a prospective teacher were identified. They include (a)the understanding of self as a learner and a teacher, (b)the search for ownership and the teaching style that fits best, and (c)linking one's own espoused perspective and pratice. Some pedagogical implications are drawn based on these findings.