本研究先以問卷調查和因子分析法，自台灣師大數學系一班大三「教材教法」課的46位修讀學生中，篩選出六名具代表性的個案；再透過個案研究法，追蹤此六位學生數學教師在開始學習教數學的第一年中，數學教學價值認同的取向與內涵，並探討影響其價值認同的主要因素。研究分成「價值想像」和「價值實驗」兩個階段，其間配合問卷調查、個案晤談、和教室觀察，蒐集、分析、與詮釋個案所呈現的各類資料及其呈顯的意義。藉由「實務社群(Community of Practice)」學習理論(Wenger, 1998)，作者詮釋六位個案在一年的培育教學活動中，價值認同和教學身份發展的情形。

研究的結果顯示，六位學生教師各自具有不同的教學身分內涵，但是，可能因為對材內容的認知不夠、教學功力的不足、和價值察覺的模糊，使得部分個案的兩階段認同出現不一致的情形。若進一步檢視「察覺」和「意願」兩面向的特質，他們的教學身分呈現出，具體的教學身分、模糊的教學身分、和具體與模糊兼具的三種狀態；而且，愈深刻的價值察覺會使得個案愈有意願實踐某些價值。同時，也進一步發現，透過分析資深數學教師的教學活動樣式、師培者與學生教師之間的教學省思、以及學生教師同儕之間的小組社會互動，似乎有助於提升個案對某些價值的自我察覺與實踐意願。

最後，本研究的結果應有助於數學師資培育者，掌握學生數學教師階段性的初始教學身分內涵與狀態；據此，可設計相關的師資培育活動或課程，以促使他(她)們進一步察覺自己的教學認同、瞭解教學價值的意義與內涵、和價值教學的重要性及可能的實施方式；希望更有助於，提升教學身分狀態的位階，進而引動其數學教學專業的發展。

Based on a questionnaire survey with statistical factor analysis, six cases were selected from and represented a group of 46 student teachers who participated in a class of methods course for secondary mathematics in their third year of learning to teach mathematics. The author then used case study method, trying to find out the content and orientations of their pedagogical values identification and to explore also the major factors which affect such choices. This research consists of two phases, including the values-imaginative and values-experimental stages, using questionnaires, interviews, and classroom observations to collect and analyze the empirical data. As a result, the author interpreted the 6 participant student teachers’ pedagogical values and identities in terms of Wenger’s theory of community of practice.

The results revealed that all six cases were committed to and entailed with different pedagogical values/identities, although some cases were inconsistent across the two research phases for either unfamiliar of the teaching materials selected, lack of pedagogical power, or unawareness of the values taught. A further examination on the dimensions of values awareness and willingness, their pedagogical dentities reflected three different states related to the concrete, indistinctive, and intermediate nature of the underlying values. In addition, for some student teachers, the more they were aware of the values taught the higher willingness they would have to implement such values. The degree of awareness and willingness to enact certain values seemed to be related to their observation and analysis of the 5 experienced teachers’ classroom teaching videos, to reflect on the extracted critical teaching incidents from the observations, and to interact and share personal meanings and conceptions of mathematics and pedagogy with other student teachers in the same group.

Finally, the study results might be used to help mathematics teacher educators to learn more about the content and orientations of student teachers’s pedagogical values/identities; to design relevant educational programs to facilitate student teachers’ development of values teaching; and to improve the development of their pedagogical values/identities.

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