本研究採取社會建構的觀點，以實習教師在教育實習時空中所產生的情緒事件為焦點，剖析那些事件原因支持或威脅著基本情緒的連繫，並進一步透視實習制度的運作，如何形塑實習教師與重要他人互動關係的親疏距離，從而描繪實習教師的情緒地圖。在研究取向上，採取質化研究，並以實習心情札記與訪談法做為蒐集資料的主要方法；在研究程序上，採用紮根理論研究法的概念與做法來進行資料分析。研究對象則為90學年度研究者所輔導的25位實習教師。研究結果分別從實習教師與學生、實習輔導教師、學校行政人員、家長和同儕的互動來揭示實習教師的情緒脈絡，最後歸納出形構實習教師情緒地圖的五種情緒距離，分別有：角色身分的情緒距離、階層權力的情緒距離、組織文化的情緒距離、互動態度的情緒距離，以及就業競爭的情緒距離等。最後提出若干建議，供實習輔導制度、師資培育與未來研究之參考。

This study aimed to explore the emotional map of intern teachers from a social-constructivist perspective. Systematic understanding of how intern teachers' emotions were shaped by the variable and changing conditions of their work, and how these emotions were manifested in their interactions with significant others. The concept of emotional distance helped us identify the supports for and threats to the basic emotional bonds and understandings of mentoring that arise from forms of distance or closeness in people's interactions or relationships. I used qualitative approach and grounded theory strategy to explore the research issues, through journals and interviews to get data. The results described five emotional distances of intern teachers：role identity, hierarchical power, organizational culture, working competition, interpersonal attitude. Bases on these results, some reflections on practicum policy, teacher education and future research were discussed.