本研究以初等教育師資培育機構大四的11位職前教師為研究對象，以深度訪談法，探究師資培育課程對其關切事項之影響。
研究結果，職前教師認為對教學有用的課程最多人提到的是教材教法、班級經營，其他包括：輔導相關課程、教學媒體、教學原理、教育心理學、兒童心理學、特殊教育導論、教育實習、寫字、國音及說話、說故事、鍵盤樂等。
職前教師關切的事項如下：職前教師對於自己沒有修過的教材教法課程，在實際教學時經常不知何教，只好自由發揮；有些師培課程則是由於授課教師重理論甚於實務，故職前教師上台教學時也不知如何教。班級秩序的掌控是職前教師認為困難的地方，尤其是戶外體育課的秩序管理更為困難：職前教師認為班級經營課應以實務為主，並增加授課時間。只修習特殊教育導論不足以處理班上特殊兒童的事務，職前教師建議可增加這方面的知能訓練。對沒有修習輔導相關課程的職前教師而言，覺得輔導學生、與親師之間的互動很困難。有些課程，例如：鍵盤樂，每個人的基礎都不同，若能分程度開班授課，較能符合需求。課程內容部份，職前教師建議不要只侷限在「學校」或「教育」，宜擴大範圍，與商業、企業相關，對畢業後的職涯發展幫助很大。

The main purpose of this study was to explore the impact of elementary school teacher education curriculum on the pre─service teachers’ concern. Qualitative methods including interviews and artifact collection were used to identify the contents of 11 pre─service teachers’ concern.
The pre─service teachers indicated that the useful courses included Teaching Materials and Methods. Classroom Management, Guidance related courses, Educational Psychology, Child Psychology, Teaching Principle, Teaching Media, Special Education, Writing, Phonics, Storytelling, Piano Music, etc.
The pre─service teachers concerned the courses which they had not taken；also, they concerned the courses that emphasized more theory than practice, so that they did not know how to teach. Classroom management was difficult for them, especially when they teach Physical Education in the field. They who did not take guidance related courses found student guidance and parent contact not easy. Special Education was not enough for them to handle the special students’ problems. In addition, they concerned their future employment and suggested the content of courses expand from school or education to business to increase their job opportunity.