這是一個有關一位正在接受師資培育的學生對於成為一位好的老師所應具有的特質感到好奇而引發的一連串對於實習教師教師認同的探索。在研究的進程中，我認識了百合和芙蓉，在我們一次次的訪談中，百合和芙蓉不僅將我帶領進入她們實習的經驗故事中，甚至進入了她們一整個生命的故事裡。 百合和芙蓉在歷經教育實習的經驗中展現了她們的投入和韌性，在事件的遭逢中思考反省並漸漸型塑起自己的一套教師認同。最後，百合選擇走離教師社群，轉向朝著她為自己決定的未來走去。芙蓉則是在實習的經驗中找到成為一位教師的意義而變得更堅定，在險惡的環境中如願的考上教師。 在敘說她人故事的同時也引發了我對自己生命故事的探究，在百合和芙蓉的故事中我看到未來將行之路，於是也開始思考著自己的過去與未來以及難解的困頓和迷惘。這是有關三個女孩的故事，在敘說中我們共同省思與成長。 I am a student who is taking the educational program. Due to my curious about the characteristics of becoming a good teacher, I start my inquiry of teacher’s identity of student teachers. In the progress of my research, I met Bai-Ho and Fu-Jung. By continuous interviews, they brought me into their stories of being a student teacher and even the stories of their lives. In their experiences of being student teachers, they showed their participation and toughness. They constructed their teacher’s identity by going through many events in school. Finally, Bai-Ho chose to leave the teacher community and move towards to the future she decided by herself. Finding the meaning of becoming a teacher, Fu-Jung had the firm beliefs to pass the exam and become a formal teacher finally. Writing this narrative research, I also start to inquire my own life story. In the story of Bai-Ho and Fu-Jung, I see my possible future and think about my past life, difficulties and disorientation. Thus this is a story of three girls; we reflect and grow up in our narration.