國科會與教育部之「數理師資培育」計畫目標是探討提升國小資優班教師數理專業能力的具體作法。本研究延伸該計畫，探討即將修畢師培課程的教育大學不同科系背景畢業生，對擔任資優班數理課程須具備專業能力的自我知覺與省思。研究兼採質與量的方法，對象為42 位修習小教學程將畢業之師資生，工具是「國小職前教師數理特殊教育資賦優異教師專業能力表現標準知覺問卷」，先自評各項能力具備程度，再邀其中8 位接受訪談。
研究發現：一、不同科系之職前教師修習學分內涵差異極大；二、在資優教育專業知能上，教育學院學生的自信顯然較理學院學生高；三、非理學院學生之數理專業知識顯然不足卻普遍具有自信；四、本研究問卷調查結果與訪談結果相互呼應。

Mathematics and Science （M&S） Teacher Education Plan, supported by Ministry of Education and National Science Council, is to explore concrete ways to improve professional M&S competency of teachers of gifted education in primary school. The present research is the extension of that plan, and aims to find out if university of education students who are about to complete teacher education courses have professional M&S competency to teach. Data collection methods include interview and related document analysis. Research subjects are senior students of university of education who have taken teacher training program. Research instrument is a questionnaire entitled “Self-perceived Professional Abilities of Pre ervice Gifted M&S Teachers of Primary School”. All research subjects are asked to evaluate their competency using this questionnaire. Then 8 pre-service teachers were interviewed. Findings of this research include: 1. Credits that pre-service teachers with different academic backgrounds took differ greatly. 2. Graduates of college of education are more confident in their gifted education literacy than their counterparts in college of science.
3. On averages, non-graduates of college of science have insufficient M&S knowledge but are more confident in them. 4. Interview findings reinforce echo results of questionnaire.