本研究旨在暸解師資生擔任數位學伴線上課輔教師對其教師專業發展之影響， 採 質性研究法運用半結構式訪談、參與觀察法、及文件分析法進行本研究資料之蒐 集。經研究資料分析結果得知，師資生擔任線上課輔教師因課前準備數位教材， 在線上進行教學，使得其教學及課程發展的能力有所增進，因與學生的線上互 動，其教學輔導學生的能力亦有所提升﹔ 並且因此對教師專業角色的省思，理解 到身為一位教師的工作與責任。可知師資生擔任線上課輔教師對其第一階段之教 師專業發展有正向的影響。研究者根據研究結果針對師資生、承辦「數位學伴線 上課業輔導服務計畫」的學校、師資培育中心、以及對未來研究提出建議。

The purpose of this study was to understand how preservice teachers5 experiences of participating in the After School Online Tutoring Project influence their teacher professional development. Seven preservice teachers who had been participated in the project were invited as the subjects. Data were collected from participatory observations, semi-structured interviews, and document analyses. The results indicated that the experiences of preparing instruction materials, teaching and counseling students online, writing reflective teaching journal, and discussing teaching experience with peers had positive influences to preservice teachers5 professional development. Ultimately, the preservice teachers developed knowledge, skills, and disposition of teaching. Based on the findings, suggestions for teacher education and future study are provided.