本研究旨在瞭解實習教師教學演示的經驗，運用詮釋現象學方法，還原共通本質，期能從對其生活世界的瞭解，改善實習學校教務行政的輔導作為。研究者觀察11 位實習教師的教學演示，並參與回饋會議，再個別進行半結構式訪談。經採取「詮釋現象學方法」進行資料分析後，發現實習教師教學演示經驗的共通主題包括：「教案編擬是磨練自我的馬拉松式大作戰」、「上臺前的緊張壓力猶如揮之不去的夢魘」、「教學演示是一場師生共同上臺的演戲」及「成為教師之前的一次學習成長大考驗」。而從實習教師所詮釋的經驗意義，如「痛苦煎熬是促進自我成長的磨練」、「沉重壓力同時也是成長的動力」、「完美演出中有虛假的掙扎」及「缺點批判卻是最佳酬賞」等，研究者進一步反思實習學校教務行政的輔導策略，包括「實施人性化的輔導以達專業化目標」、「加強情緒壓力管理和心靈輔導」、「建立正確教育價值觀與視導規準」、「以發展性教學輔導達成循環改善」等，提供教育夥伴作為輔導參考。

The purpose of this study was to explore teaching performance of 11 elementary intern teachers. Hermeneutic phenomenological analysis and in-depth interviews were the methods employed to discover the nature of participants’ experiences and their associated hidden meanings. The researcher observed each participant’s teaching performance and conducted a follow-up interview afterwards with each teacher. Thematic analysis was used to identify the themes within participants’ teaching experiences. The primary themes and meanings which emerged from this study include: (1) constant reflection and revision of participants’ script construction, (2) struggling with the uncertainties and pressures before teaching performance, (3) co-playing the perfect performance by intern teachers and students, and (4) learning by testing pressure to improve their teaching abilities before becoming qualified teachers. The meanings of the intern teachers’ interpretive experience implied that: (1) challenges encourage the cultivation of self-development, (2) pressure was the motive for growth, (3) participants struggled with a false allusion in the perfect performance, (4)the critique of their teaching weakness was regarded as a superior reward. The implications from this research study for school administrators are many including the reinforcement for teacher mentoring and by, providing an increase of pressure to challenge teacher trainers development, establish correct educational values and criteria of supervision, and implement a developmental teaching assistance program to improve overall teaching.