由於十二年國教課綱與素養導向師資培育政策的實施，師資生需要具備教師專業素養及素養導向教學之專業知能。研究者在自己任教的「教學原理」課程中融入素養導向教學，以行動研究法發展師資培育課程實施素養導向教學的策略、探討其中遇到的困難與解決之道，以及教學後的結果。本課程為國民小學教育學程一門2學分的必修課，共有30位師資生修課。資料蒐集方法包括：觀察法、訪談法、問卷調查法、文件蒐集、教師撰寫教學省思札記及其他（如：LINE及臉書紀錄）。資料經分析後，所得結論如下：一、師培教授藉由多元化教學策略結合實作、實踐與實務來培養師資生之教師專業素養及素養導向教學知能。二、素養導向教學之內涵不易掌握且不易精確評量、試教場所安排需有資源及疫情影響教學是師培教授推行素養導向教學遇到的困難。三、師資生修習本課程後，自覺教師專業素養增加。四、授課教授及師資生對這門課給予正向的回饋。

The purpose of this action research was to explore the process and results of a teacher educator promoting student teachers’ professional competencies in a 2-credit required course, “Principles of Teaching”. There were 30 students enrolled in this course. The data collected include teacher's observations and teaching notes in class, interviews, mid-term and final feedback questionnaires, student assignments, Line and Facebook chat records. After analyzing the data, the conclusions are as follows：(1) The teacher educator promoted the student teachers’ professional competencies by using multiple teaching methods with the principles of providing students really practical experience and connected to elementary school field. (2) In the process of implementing competency-based instruction, the teacher educator faced the problems of mastering the core concept of competency-based instruction, difficult to assess student teachers professional competencies precisely, finding school for teaching internships and students cannot go to elementary school to implement their teaching plans duo to the Covid-19 pandemic, and (3) Student teachers increased their understanding, skills and positive attitudes of teaching and competency-based instruction. Both the teacher educator and his students give the course integrated competency-based instruction positive feedback.