教學實習是教師教育中關鍵的一環，除了在本地進行教學實習外，跨文化教學實習在職前教師培訓中亦漸趨普遍。本文闡述一個六位實習教師學習歷程的質性個案研究，此六位實習教師在香港接受小學學位教師教育文憑課程，課程中有兩次教學實習，在第一次教學實習中，其中四位實習教師在澳洲、加拿大及中國內地進行跨文化教學實習；其餘的教學實習均在香港小學進行。本文集中探討實習教師在跨文化及本地教學實習環境中的學習經驗；研究結果顯示跨文化體驗有助建立實習教師的文化導向，同時亦討論實習教師在教學實習中「行動環境」、「社羣專業環境」及「視導環境」三個範疇所面對的挑戰與支援，及他們在教學自我上的建構。是項研究的發現讓我們對實習教師的專業學習有更深的認識，並對發展高質素的教學實習帶來啟示。本文是香港教育學院資助之研究項目Teacher learning (Phase I): Embarking on the learningtoteach journey 的成果。

教學實習是職前教師教育重要的一環，學員可以透過實習將學到的理論作具體實踐和驗證。本文就職前教師教育的教學實習，從不同的運作層面探討學院與實習學校間四個合作模式，並提出建立成功與持續性之院校合作關係的各項要素。文章的第二部份則集中探討香港情況，對香港教育學院與學校的合作模式作深入剖析，報告參與院校合作計劃的學員和學校教師之訪問內容。最後，本文歸納各類型合作模式和參與者的經驗分享，總結院校合作賦予的啟示，進而展望未來的合作路向。
The field experience is an important component in the initial teacher education programme and this is an opportunity for the student-teachers to contextualize and test out their learning. This paper sets out to examine the operational levels of institute-school partnerships in which the initial teacher education and schools are engaged as partners in the field experience. Having identified the levels of operation, the literature review describes four possible models of partnership and defines conditions for the success and maintenance of such relationship. The second part of the paper examines the local context by analyzing the various forms of partnerships that the Hong Kong Institute of Education has been engaged in. Moreover, interview data from the student-teachers and the school teachers who participated in the schemes of collaboration were reported. Drawing on the different modes of partnership and the experiences of the participants, the paper concludes with the implications and postulates the future direction of development.
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