任教意願是師培生是否進入教育職場的重要前因之一。但是自從我國師資培育法頒佈之後，很少研究針對師培生深入探討任教意願。為了彌補此研究缺口，本研究從動態歷程的觀點，了解在師培教育的不同階段歷程中，師培生的任教意願與其影響因素的變動。本研究以517 位師培生為研究樣本，並採用單因子變異數分析進行資料分析。研究結果顯示，師培生的任教意願及其個人特質、重要他人等因素對任教意願的重要程度，會隨著接受師培時間的增加呈現遞減，而政策與法令、就業現況等因素的重要程度則呈現遞增；至於工作特性與環境的重要程度，則在學生時期逐漸遞增，並在實習中達到頂峰，實習結束後則呈現遞減。最後，根據研究結果，提出學術研究與管理實務的意涵與建議。

Teaching willingness is one of the most important antecedents of whether student teachers enter into teaching career. However, little research had provided an in-depth exploration of the teaching willingness of student teachers since the Teacher Cultivation Law was proclaimed in Taiwan. To fill up the research gap, this study from a dynamic perspective explored the change of student teachers' teaching willingness and its determinants across different periods of student teachers' education. This study collected 517 student teachers as a research sample and used one-way ANOVA to conduct data analysis. The study results showed that student teachers' teaching willingness, and the importance of "personality factor" and "significant others" on teaching willingness decrease with the time of accepting teacher cultivation, but the importance of "policy and law" and "present employment situation" increases. In addition, the importance of "work characteristics and environment" increases during the college period and reaches the top during the period of "intern teachers", and then decreases. Finally, based on study results, this study provided implications and suggestions to academic research and managerial practices.