教育實習是完成師資職前教育與通過教師資格考試後，取得教師證的重要歷程，更是奠定教師專業能力的基石。本研究透過訪談師資培育大學實習指導教師與國小實習機構輔導教師，探討臺灣教育實習制度的現況、問題與挑戰，並提出具體改進策略。研究發現：一、輔導教師在缺乏支持與誘因的情況下，輔導實習學生的意願與品質受到影響；二、實習課程規劃缺乏結構性與系統性，且師資培育機構與實習學校合作不夠緊密；三、實習學生因角色模糊與支持不足，專業發展受限。此外，現行之「先考試後實習」設計雖具篩選功能，惟考核標準寬鬆，未能有效促進專業成長，使實習流於形式。本研究建議：強化輔導教師的認證與培訓制度、提升師資培育機構與實習機構的協作、完善實習考核標準，並推動縣市統一管理機制，以提升資源配置效率與實習品質，為實習生未來教職生涯奠定堅實的基礎。

The teaching practicum is a critical phase in Taiwan’s teacher education system that following the completion of pre-service training and the teacher qualification examination. It serves as a cornerstone for developing professional teaching competence. This study explores the current implementation, problems, and challenges of Taiwan’s teaching practicum system through interviews with university-based supervising teachers and elementary school mentor teachers. The findings reveal that mentor teachers often face additional mentoring duties without adequate support or incentives, undermining both their willingness to mentor and the quality of guidance. The collaboration between teacher education institutions and practicum schools lacks structural and systematic curriculum planning. Student teachers experience limited professional growth due to unclear role definitions and insufficient institutional support. Furthermore, while the “exam-before-practicum” model is designed as a gatekeeping mechanism, its lax assessment standards hinder meaningful professional development, reducing the practicum to a procedural formality. This study proposes strengthening the certification and training systems for mentoring teachers, enhancing institutional collaboration, refining practicum evaluation standards, and establishing unified county- or city-level governance to improve resource allocation and support the professional growth of student teachers, thus laying a solid foundation for their teaching careers.