This article analyzes and discusses the professional values of prospective mathematics teachers. Theoretical approaches to the understanding of teachers’ professional values, such as critical mathematics education and relational perspectives, are well developed. Still, there are few empirical contributions to the field. Here, professional values are understood as interwoven with professional identity. The article raises the question of how prospective teachers construct their identity and values in time and space, and the analysis is based on data material from mathematics teacher students at two Norwegian teacher education institutions. The main finding is that the teacher students construct their professional identity and values in a compressed timespace. Their professional responsibility is located in and restricted to themselves and the relation to the individual student, not including concern for, for instance, social justice. The students do not express opposition to ideals of social justice, but it is beyond their constructed professional timespace identity, values and responsibility.

本文分析和讨论了未来数学教师的专业价值观。理解教师专业价值观的理论方法，例如批判数学教育和关系观点，已经得到了很好的发展。但是，对该领域的经验贡献很少。在这里，专业价值观被理解为与专业身份交织在一起。这篇文章提出了一个问题，即准教师如何在时间和空间上构建自己的身份和价值观，并且该分析是基于来自两个挪威师范教育机构的数学师范生的数据资料。主要发现是，教师学生在压缩的时间空间中构建了他们的职业身份和价值观。他们的职业责任在于并局限于他们自己以及与个别学生的关系，不包括对社会正义的关注。学生们并不反对社会正义的理想，但是这超出了他们所建构的专业时空的身份，价值观和责任感。