為防止新冠肺炎擴散，各國高等教育機構被迫實施遠距教學。對此，本研究探討如何發展一適用於師資培育之遠距教學模式－影片模擬線上教學，以強化師培生的霸凌處置能力，同時釐清不同類型模擬教學的成效。本研究採用準實驗設計，來自四所臺灣大專校院共98位師培生被分配至兩組實驗組（具「匯報」及不具「匯報」之影片模擬線上教學）及一組控制組（講述式教學）。影片模擬能力測驗被運用至釐清課程成效。透過混合模式二因子變異數分析法，結果顯示：相較講述式教學，影片模擬線上教學能顯著提升師培生的霸凌處置能力，尤以具「匯報」之影片教學成效最佳。綜此，本研究除確認了影片模擬線上教學對於師培生能力培育的實用性，更提供了該教學之設計架構，以利相關單位參酌。

COVID-19 has severely impacted the world since December 2019, and because of its highly infectious nature, many countries around the world have taken lockdown measures to prevent the virus from spreading unchecked, resulting in ramifications for higher education as many institutions have been forced to implement distance education. The question of how to develop a teaching method suitable for teacher education programs that place particular importance on practice in classroom settings warrants particular concern. Online video-based simulation training (OVST) as a teacher training method holds promise for addressing this issue by allowing learners to increase their opportunities to apply theory-based knowledge in real educational practice, reducing the theory-practice gap. OVST can also be distributed through online learning environments that offer easily repeated large-scale usage at lower cost to a variety of introvert/extravert learners through individual learning trajectories. In this vein, this study aims to introduce a method for developing OVST used to enhance pre-service teacher competence (by immediately intervening during school bullying, or CIISB) and clarifying the efficacy of types of OVST (with and without debriefing) on strengthening pre-service teachers’ CIISB skills. A total of 98 pre-service teachers from four Taiwanese universities and colleges participated in this study that adopted a quasi-experimental design approach. Each of these pre-service teachers was assigned to one of three groups: OVST with debriefing, OVST without debriefing, and an OVST control condition, with a video-based instrument used to map pre-service teachers’ CIISB-related perception, interpretation, and decision-making skills (PID skills). The results of a mixed-model two-way ANOVA analysis indicated that both types of OVST were more effective than the control condition in improving pre-service teachers’ CIISB. OVST with debriefing was also more effective than the OVST without debriefing, suggesting that OVST with debriefing is a promising way to develop pre-service teachers’ clinical competencies, while also offering a valuable resource for teacher education training methods, particularly when conducted under pandemic conditions.