實習教師需要來自實習輔導教師高品質的啟導，而實習輔導教師亦同樣需要支持與協助。實習輔導教師若有足夠的專業能力，實習啟導工作將更為有效，實習教師學習與成長的可能性亦相對提高。然而，多數實習輔導教師並未接受過有系統的培訓，甚至不知道如何輔導實習教師，以致降低了教育實習的品質。本文探討實習輔導教師培育的相關議題，希冀探究結果有助於教育行政機關、師資培育機構與實習學校的行動指引。研究結果指出：實習輔導教師的培育，可參酌能力本位模式、「計畫-執行-檢核-行動」循環模式和人力資源發展模式，作為方案設計之參考。最後，本文亦針對實習輔導教師培育的重要議題，進行多層次多角度的反思與討論，同時提出具體的行動建議。

Student teachers need high quality induction from their mentor teachers. Mentor teachers need support and guidance as well. If mentor teachers have enough professional competence, the mentoring programs could be more effective. It is possible that student teachers enhance their learning and growth through mentoring and induction. However, most mentor teachers do not know how to help student teachers and they haven’t participated in the mentor training. The quality of mentoring is frequently inadequate to produce the kind of impact. This paper explored the design issues about mentor teacher training programs. Findings will be useful as an action guide for teacher education institutions and practicum schools. The design of training programs took into consideration the following three conceptual models: the competence-based model, the PDCA (Plan-Do-Check-Action) cycle model, and the human resource development model. These provided helpful information as to how to design an effective training program for mentor teachers. It also discussed key issues about mentor teacher training programs. Finally, some suggestions for training mentor teachers were offered.