本研究旨在探討國小輔導教師之實務培訓與督導需求，研究招募共30 位當前擔任國小教師且兼任輔導教師、並實際從事接案之成員，進行兩個各四次、每次160 分鐘之督導團體，且於每次督導團體前邀請成員提出其督導需求。研究針對所得之督導需求描述，採內容分析與類別歸類方式進行資料分析，並以現象摘要方式呈現各概念範疇之描述文本。發現輔導教師期望獲得督導研討的焦點包括：學生特定議題的處理、諮商輔導歷程實務、家長與教師諮詢工作、體系建構與團隊資源議題，以及個人專業發展狀態。研究統整上述實務困境與督導需求，朝國小輔導教師之專業服務介入、體制運作與角色職責，和個人專業發展促進等三個面向進行探討，並針對督導實務和未來研究提出相關建議。

Aimed to explore practice training and supervision needs of school counselors in elementary schools, thirty teachers who adjunct as school counselors were invited to join two supervision groups, each consists of four 160-minute sessions. The practice difficulties and their supervision needs were proposed before each session. The transcripts were analyzed and divided into several categories which related to the phenomenon of their concerned issues. Five types of supervision needs were found, they were: treating the specific issues of students, conducting practice of counseling and guidance, parents and teachers consulting, administration system building and resource supporting, and the professional development issues of school counselors. Three dimensions including direct services and interventions, system cooperating, and professional development of the elementary school counselors were discussed and integrated from above results. Applications and suggestions of practice training, supervision needs, and further research were discussed and proposed.