本研究之研究目的為：（一）探討師資生實務社群之特色。（二）探討實務社群對師資生之學習所具有之意義。（三）探討師資生參與實務社群之歷程與遭遇。 本研究之研究對象為某大學幼稚園教師教育學程修習「幼稚園課程設計」之師資生共84名。本研究之資料蒐集方法包括訪談、觀察及文件資料蒐集等。經過資料分析本研究獲得之結論為：（一）師資生參與實務社群之特色有：1.共有領域、 2.共同社群、 3.共學本領、4.共有默契、5.共有認同。（二）實務社群具有情境、互動與實務學習之意義，適宜具產出型的課程。（三）師資生透過實務社群來進行學習具有多種功能：1.增加對課程內容的理解、2.學習合作與人際互動、3.增進表達與溝通能力、4.培養統整與反省能力、5.減輕負擔、6.理論與實務相結合、 7.共同建構與修正實務知識。（四）師資生之實務社群運作有：共同時問難以安排與社群成員參與程度不同等困難。針對上述結論，本研究提出以下建議：（一）鼓勵成員發揮自主精神。（二）社群成員可互評貢獻程度。（三）彈性之教學進度。（四）鼓勵周邊參與的師資生投入。

The goals of this study were as follows: 1) To understand the characteristics of communities of practice (CoP) of student teachers. 2) To explore learning meanings of CoP of student teachers. 3) To explore processes and experiences student teachers participating in CoP. The subjects were 84 student teachers who enrolled in Curriculum Design for Young Children. Data were collected through interviews, observation, document analysis. The conclusions of this study were as follows: 1) The characteristics of student teachers of CoP included common area, community, joint ability, agreement and identity. 2) The meanings of CoP were situated learning mutual learning and practice learning. CoP suited with production course. 3) The advantages after student teachers participating in CoP included enhancing understanding of course content, studying collaboration and interpersonal relationship, cultivating integration and reflection abilities, mitigating task, integrating theory and practice, constructing and modifying knowledge of practice. 4) The difficulties of student teachers participating in CoP included arrangement of common time and different engagement of members. The suggestions of this study consisted of the following: encouraging member autonomy, member evaluating each other contribution, flexible teaching schedule, and encouraging members of peripheral participation to engage.