本研究旨在瞭解體育師資生在教育實習期間專業認同的發展歷程，探究體育師資生專業認同的內涵、專業認同發展歷程的脈絡及發展過程中可能遇到的困境與因應方式。研究方法：採用質性研究取徑進行多重個案研究法，以半結構式訪談勾勒三位體育師資生專業認同發展。本研究結果發現，一、體育師資生在早期經驗即初步建構教師專業認同圖像，並對教師一職充滿期待與憧憬。二、在建構教師專業認同的歷程中，受過去學生經驗、自我概念、輔導老師、師生互動、師資培育及學校環境所影響產生動態的發展過程。三、身份矛盾、時間分配不佳及專業自信不足是體育師資生所遭遇之困境，三位體育師資生亦尋找各自不同方法，解決所遇之難題。本研究所得結論與建議：一、教師專業認同內涵影響體育師資生教學行為與未來從教之意願；二、體育師資生在實習階段專業認同發展狀態，是一個動態且非線性的循環歷程；三、體育師資生面對實習困境，多以調適自我心態、尋求外部資源幫助，因應實習的挫折；四、建議未來深入探索體育師資生於師培養成階段，專業認同的建構歷程與成因，以建構更完整的發展歷程樣貌。

This study aims to understand the formation of teacher professional identity for pre-service PE teachers during their practicum, including what teacher professional identity entails, the context under which it develops, the difficulties that may be encountered during the process and the corresponding coping strategies.
This study employed a qualitative research approach on multiple case studies and semi-structured interviews in order to outline the professional identity development of the 3 pre-service PE teachers.
The results of this study show that: 1. Initial teacher professional identity derives from early training, and is heavily shaped by expectations and aspirations for the role of a teacher. 2. The construction of teacher professional identity is a dynamic process influenced by pre-service PE teachers’ own mentors, past experience as students, concept of self, teacher-student interaction, teacher education, and school environment. 3. Identity conflicts, time management and lack of professional confidence are the primary difficulties encountered by pre-service PE teachers. The 3 pre-service PE teachers also looked for different solutions to the aforementioned problems.
This study concluded that: 1. Professional teacher identity affects pre-service PE teachers’ teaching behavior and the willingness to continue teaching in the future. 2. Professional identity development for pre-service PE teachers during practicum is a dynamic, non-linear and cyclic process. 3. When faced with the challenges of the practicum, most of the pre-service PE teachers will readjust their mentality and actively seek external help and resources to deal with their own frustration.
Further exploration into the formation of pre-service PE teachers’ professional identity during teacher-training is recommended for future research, in order to construct a more comprehensive development history.

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