| Summary: | 碩士 === 國立臺灣師範大學 === 數學系 === 94 === 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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