教育機會均等程度，已成為現代社會進步的象徵，得以彰顯社協助個人發展自我的能量，並形成具功績主義的社會流動模式，此亦為臺灣早期教育系統的重要特徵之一。然而，隨著以多元文化為名的各種教育改革，持續導向市場化發展各種跡象已顯示，家庭社經背景已成為子女教育成就的重要因素之一，使得教育機會均等問題，再度成為必須予以關注的議題，而教師於教育公平素養之高低，對整體教育機會均等的實踐，更居於關鍵地位，基於此，本研究旨在研究師資培育課程與師資生教育公平素養的關聯性。
藉由文件調查、問卷調查及專家學者座談等資料蒐集方法，本研究提出結論與建議如下：
一、結論
（一）師培單位主管等關注教育公平議題，唯受限修課學分數與師資結構及學生意願，無法於課程架構中，充分實踐教育公平理念。
（二）有關教育公平素養科目開課比率過低，缺乏整體規劃，亦無固定週期。
（三）學生自身經驗影響對教育公平性知覺。
（四）性別對在課程內容的知覺性有所差異。
二、建議
（一）師資培育單位應對培育師資生具教育公平素養有更為完整與周全的規劃。
（二）應透過課程規劃委員會，凝聚授課教師共識，將教育公平以議題方式納入各科教學。
（三）多辦理有助於師資生了解教育公平議題的活動。

Education has been viewed as a crucial means to achieve social emancipatory function because it could help working class children to have upward mobility. However, the perspective of cultural reproduction rejects this equal assumption and points out that the academic performance of working class students tends to be lower than that of middle/upper class counterparts. Relevant researchers argue that the phenomenon of cultural production does not root in production process but education, which contents tend to be academic and, thus, put working class children in a disadvantaged position. Unfortunately, most of primary teachers tend to confine themselves within a narrow scope – instrumental rationality, leading to neglect the interplay among social class, culture and achievement.
Therefore, this study was designed to explore the relation between teacher education and instrumental rationality. In doing data collection, this research employed questionnaire and group-focused interview. The findings show that the curriculum of teacher education addresses the concept of techno-efficiency, leading to shape a psychic-mind of teacher-students. Furthermore, in terms of explaining a mind of instrumental rationality, personal experiences and gender issue need to be taken into account.