臨床視導 (clinical supervision) 為提升實習教師教學實習成效的可行方式之一，本文以個案研究的形式，陳述筆者擔任實習輔導教師時，利用實習教師舉行教學觀摩的機會，藉助臨床視導概念進行教學輔導的實際概況，並針對此次試行經驗，提出相關的討論與反省。主要探討焦點色括臨床視導過程中，實習教師與實習輔導教師的心得與反思，以及臨床視導理論於實務運用上的可能與限制。 基於此，本文首先針對臨床視導的意義與實施進行文獻探討，次而說明臨床視導應用於實習教師教學實習之個案實施過程，最後藉由個案的發現，對臨床視導應用於教學實習的相關問題加以討論，並提出結語。

Clinical supervision was firstly advocated by Congan, Goldhammer, and Anderson at Harvard University, hoping to introduce the system which medical education trained interns to the field of education. The article describes the process of how the writer uses the concept of clinical supervision in an intern teacher's teaching demonstration. The main focus is on the thoughts and reflections of the mentor teacher and the intern teacher during the process. Problems of and implications for applying clinical supervision are also discussed.