本研究以210位中小學K習教師，進行整體分析。K中46位衝突情節較嚴重做 更深入分析。實習教師約10%面臨準師生衝突困擾。衝突類沏以偶發性、冷漠疏 離型、個別學生居多。男性、國中、班級偏大或偏小、角色定位為正式教師或大學 生的受試，衝突較嚴重。實習教師普遍認為準師生衝突足「常態的、很難避免的事 情」，及「應該稻極著手加以解決的問題」，不認為「發生衝突足不光彩的事」， 及「容易解決或改善的問題」，而採取的準師生衝突因應策略尚積極。

This study investigates 210 practice teachers of primary and secondary schools in Taiwan. After a general analysis, the researcher selected 46 practice teachers with serious cases of conflicts as participants in the more thorough and deeper analysis. The findings revealed that in general, the conflict between practice teachers and students are not very serious; furthermore only about 10% of the practice teachers might face perplexity. For the cognition of the practice teacher and pupil conflict; practice teachers generally perceived that it is very normal and difficult to avoid, however these conflict should be resolve actively. For the coping strategy，most practice teachers choose coping strategy to solve the practice teacher and pupil conflict positively.