本研究旨在探討服務學習師資生的教師專業和角色認同之現況，分析不同背景的師資培育生在教師專業和角色認同之差異情形，以及探討師資培育生參與服務學習其背景之相關。 本研究針對參與服務學習課程之師資培育學生進行問卷調查法，學生共108位。以教師專業和角色認同兩部分問卷進行資料蒐集，採用統計方法以描述性統計、單因子變異數分析、多元迴歸分析進行。 研究結果如下：一、年級在服務學習師資生專業認同上有顯著差異，一年級大於二年級。二、服務時數在服務學習師資生專業認同上有顯著差異，15小時以上大於10-14小時、1-5小時。三、性別在角色認同上有顯著差異，女生有較高的角色認同。四、教學經驗在角色認同有顯著差異，有教學經驗的師資生在角色認同大於無教學經驗。 This study aimed to explore the current status of teacher professional and role recognition for service learner students, analyze the differences between teacher professional and role recognition in teachers with different backgrounds, and explore the relevance of teacher cultivation students in service learning. This study aims to train students in participating in service-learning courses to develop students' questionnaires with a total of 108 students. Questionnaires were collected using questionnaires of teacher professionalism and role identification. Statistical methods were used for descriptive statistics, single factor analysis of variance, and multiple regression analysis. The results of the study are as follows:1.There are significant differences in the professional recognition of service learners and teachers in grade one and grade one. Grade one is greater than grade two.2.There are significant differences in the number of service hours in the professional recognition of service learners and teachers. More than 15 hours is greater than 10-14 hours and 1-5 hours.3.There is a significant difference in gender identity. Males have higher role identification.4.Teaching experience has a significant difference in role recognition. Teachers with teaching experience have greater role recognition than no teaching experience.
