本研究旨在探討中小學職前教師在服務學習中專業知能、通識知能與專業態度的成長情形。為達上述研究目的，研究者採質性取向的研究方法，首先由職前教師專業成長與服務學習相關理論切入，探討與本研究相關的文獻。其次以淡江大學教學服務團為研究對象，實際深入研究場域進行參與觀察、行動研究、訪談與文件分析，所蒐集的資料包括教學團課程計畫、會議紀錄、訪談逐字稿、觀察札記、教學團成果報告等。研究者跟據參與觀察、訪談與文件分析所得的結果相互比對，進行資料分析與比對。根據分析結果，本研究主要的獲致結論如下： 壹、服務學習實踐後對職前教師的專業成長之影響 一、職前教師在服務實踐反思中，連結專業知能發展的面向。 二、職前教師在服務中發現自己是「心」有餘而「力」不足。 三、職前教師重新探究知識與教學的本質。 四、從服務偏遠地區弱勢學生中發展教育的熱忱。 貳、教學服務團經驗對職前教師專業成長的影響 一、協同合作教學，對職前教師專業知能的影響。 二、團隊經驗中職前教師專業信念與價值的潛在課程。 三、教學服務團經驗帶給職前教師專業成長的「附加價值」。 基於上述研究結論提出建議，以供職前教師、教學服務團、師資培育機構之參考。 The purpose of this study was to investigate pre-service teachers’ growth of professional knowledge amd general knowledge and professional attitudes in service learning. To reach this goal, the researcher adopts the methodology of qualitative analysis. First of all, this research begins with the literature review with service-learning theory and the growth of pre-service teacher’s profession. Then, the researcher takes the Teaching Service team in Tam-kang University as the case study. By participating in the Teaching Service group’s activities . The researcher can observe their process, action research, interviews, report of achievements with them and analyze the data from the group.Collected data used Teaching team curriculum plan、conference records interview records.Through document analysis, observation, interview and data analysis Based on result of analysis, the researcher gets the conclusion below： A.The practice of service-learning influence on pre-service teacher’s development of professional knowledge. 1) Pre-service teacher’s reflection on their service-learning process and the relationship with the development of professional knowledge. 2) Pre-service teachers discover though the pre-service teachers are enthusiastic in teaching, they are in lack of profession skills in service learning. 3) Pre-service teacher re-examines the essence of knowledge and teaching. 4) The development of enduction enthusiasm by teaching pupils in remote districts. B.The Teaching Service Team influence on the development of professional skills to pre-service teacher. 1) Collaborative teaching’s influence on pre-service teacher’s professional knowledge. 2) Pre-service teacher’s professional beliefs and values in collaborative experience of hidden curriculum 3) The added values of professional development from Teaching Service Team experience to pre-service teacher. Based on above mentioned conclusions, the researcher provides suggestions for the pre-service teachers, Teaching Service Team, Teacher Education Institutions and the future researchers.