本研究首在闡述認知教練與教學省思相關理論和研究；其次，則探究認知教練的實施，對實習教師教學省思的影響。本研究採不等組前後測準實驗設計與焦點團體訪談法。不等組前後測設計的實施，實驗組與對照組各15 位實習教師，實驗組接受認知教練的指導，對照組則否，資料分析採單因子共變數分析，而焦點團體訪談，則以10 位實驗組實習教師為對象，以深入了解認知教練實施對實習教師教學省思的影響。
本研究結果為：(1)參與本實驗方案之國民小學實習教師，其教學省思狀況有不錯的表現；(2)認知教練實施後，實驗組實習教師在「教學省思態度、策略、內容」、以及整體「教學省思」上，比對照組有顯著進步。根據研究結論，提出相關建議，俾供師資培育機構、國民小學、實習輔導教師、實習教師、以及未來研究之參考。

The purposes of this study were to review the related knowledge base of cognitive coaching and instructional reflection, and to examine whether cognitive coaching impacts instructional reflection of the student teachers.
The present study was conducted in the context of a quasi-experimental pretest-posttest design with 30 participants in two groups, one of which received training in cognitive coaching. The comparison group received no training. Results were analyzed by using ANCOVA. In addition, a semi-structured interview was conducted to collect ten student teachers’ perception about the impact of cognitive coaching on their instructional reflection.
The main findings of this study were as follows: (1) the student teachers’ were moderately good at their instructional reflection, (2) there was significant difference between the groups in the sub-scale of instructional reflection, and (3) there was significant difference between the groups in the whole-scale of instructional reflection.
Based on the findings of the present study, several suggestions were proposed for teacher education institutes, elementary schools, mentor teachers, and student teachers. Directions for future research were also provided.