教師應具備什麼樣的條件，就是師資培育的目標，並根據這些能力目標規劃師資培育課程。因為教學的情境很複雜，師資培育課程教導的理論知識，無法直接幫助那些準教師成功的控制教學歷程，他們必須在實際教學過程中學習和累積經驗，亦即從做中學顯然是準教師成為優秀教師的必經途徑。所以，師資培育學者應該思考如何安排未來的教師接觸教學工作實務，並從實習過程中逐漸建立教學基本能力，這是師資培育課程規劃最重要的工作。 Shulman（1986）提出學科教學知識的說法，認為這種知識是教師融合教學方法、學科內容、學生特質、和學習環境脈絡等四個要素，而能成功的將教材呈現讓學生理解，成為學生的知識。準教師唯有在臨床試敎中，才能獲得此種教學的實務知識。是以，本研究從認知的層面比較不同專業發展階段的師院生的有效教學知識，並探究影響發展的來源，以了解師資培育課程對專業成長的影響情形，才能據以思考如何改進師資培育課程，尤其是如何加強安排準教師之臨床經驗。 研究發現三個年級不同專業發展階段的師院生之有效教學概念有顯著差異，接觸教育實習課程之前的概念較為理論取向，並經常提及以前受教期間教師對待學生的方式。經過教育實習課程之後，概念轉變為實務取向，以控制教學為主要之考量，可見接觸實習課程是形成差異的主要原因之一。另外，師資培育階段教師的授課方式會直接影響學生對教學的看法，以及師院生的部分知識來源是校外經驗。

How to prepare our prospective teachers teaching in the elementary school is related to the criteria a teacher should be met. Because the multidimensional nature of the classroom context, novice teachers are not able to successfully control the teaching process. However, they will earn experiences while solving the problem. Obviously, learning from doing is the only way to become a successful teacher. Therefore, how to arrange the pre-service teacher education program for prospective teachers is very important for the development of basic teaching competency. According to Shuiman (1986), there is one kind of essential knowledge the teacher has to have is the pedagogical content knowledge, which is the particular form of content knowledge that embodies the aspects of teaching methods, subject matter, the traits of students, classroom context, etc. This is knowledge enabling teacher to present the subject comprehensible to students. The prospective has to learn how to integrate the different sources of knowledge during the working in the field. Therefore, the study will examine how students think that effective teaching is from the cognitive perspective. It is through a greater understanding of this professional growth, we can improve the quality of teacher education practice. The major findings shown that the concept of three level students are significantly different. Practice experience was an important factor that influenced the knowledge source of effective teaching. Besides, those students who had classroom experience, their knowledge was more likely practical oriented. But, the juniors' knowledge was theory oriented from the course they has taken and their experience of how the were taught before. In general, the resources of prospective teachers' knowledge are variety. We should systematically survey the knowledge a teacher should have. Then we can help prospective teachers develop professionally.