本研究運用行動研究協助研究者進行教學實習課的規劃、實施與省思，研究目的為探討授課研究融入教學實習課中的實踐情形，並瞭解授課研究融入教學實習課中職前教師的學習成效。研究參與者是國民小學職前教師36位，資料蒐集方式為訪談、觀察與文件蒐集。在資料分析之後，本研究得到的結論為：首先，授課研究透過理念介紹、微型教學與集中實習等實踐歷程，有助於教學實習課的實施。其次，職前教師在微型教學時逐漸掌握設計與實施教學，對小學生的理解仍有困難。在集中實習時可深化職前教師的教學設計與實施教學的成效，及更加理解小學生的學習。本研究的建議是引導職前教師在集中實習後再一次修訂教學設計，及進一步探討職前教師在教材教法課或教育實習階段參與授課研究的情形。

This study utilized action research to conduct planning, implementation, and reflection on a teaching internship. The objectives of this study were to understand the implementation of integrating a lesson study with a teaching internship course as well as pre-service teachers’ learning effectiveness. The participants were 36 elementary school pre-service teachers. Interviews, observations, and documents collection were conducted for data collection. After data analysis, the following conclusions were obtained. First, the lesson study was conducive to the practice of the teaching internship course through the processes of an introduction to ideas, microteaching and intensive internship. Second, pre-service teachers gradually mastered the design and implementation of teaching during microteaching, but there were still difficulties in understanding elementary school students. During the intensive internship, it was possible to deepen the effectiveness of pre-service teachers’ teaching design and implementation and to better understand elementary school students’ learning. The suggestions of this research are to guide pre-service teachers to revise their teaching designs after the intensive internship. This study also advises to further explore the situation of pre-service teachers’ participation in the lesson study in regards to teaching materials, methods course, or educational practicum.