有鑑於實習輔導教師是實習學生成為優質教師的關鍵，且能確保教育實習品質，本研究旨在針對教育實習功能設計我國前所未有的實習輔導教師認證制度，透過兩年實踐歷程的修正，用以確保實習輔導教師認證制度的完善且可行。為達到上述研究目的，本研究採過程評鑑概念以此兩年通過認證者為研究對象，蒐集實習輔導之相關紀錄與問卷統計等多元證據，包括參與制度者的外部與內部證據，建立大學層級的實習輔導教師認證制度。經過研究結果分析後，獲致九項結論，顯示實習輔導教師認證制度在調整後具可行性與效度，且與其他制度（包括教師專業分工、專業發展學校、先檢定後實習等）產生連結。由於本研究發展出實習輔導教師認證制度，如師資培育大學能共同進行認證優質教師，在互惠與資源共享原則下，應可快速累積認證教師人才資料庫，有利提高實習學生輔導品質。

In view of the key roles that cooperating teachers play in transforming interns to good teachers and in the quality assurance of internship, this study aimed to develop an accreditation system for cooperating teachers, this is so far nonexistent in Taiwan. The system was implemented and revised throughout a two-year period in order to check its validity and practicability. From the perspective of a university, in order to develop an accreditation system for cooperating teachers and to achieve the above goals, this study adopted a process evaluation approach, with the accredited cooperating teachers in the first two years as participants. The collected data included various records during the education practicum, and the evidences were obtained from statistical analysis of questionnaires from the participating cooperating teachers, the school administrators and the student interns. Finally, this study provided 9 conclusions indicating the practicability and validity of the developed accreditation system for cooperating teachers, and its connection with other systems, such as, teacher specialization, professional development school, and the two stages involved for receiving teacher qualification. It is expected that a database for cooperating teacher force that may lead to quality internship will be quickly accumulated, if universities with teacher education programs can put this system into practice under the principle of reciprocity and sharing of resources.