本研究以教師生命史傳記取向，建構二位公私立幼兒教師生涯發展歷程之意義和研究價值，並採取傳記史研究提供了處於邊緣教師的生活經驗與教學有發聲的機會。其中，選擇具異質性的公私立幼稚園教師加以對照，藉由幼教師專業發展歷程故事的敘述，探討結構與社會文化因素，如何形塑幼教師自我與專業發展以及教學過程之意義詮釋。文中，也根據教師的敘述故事，以其身為幼兒教師的位置，探討如何「關注」教育的實際問題。本研究與過去研究的不同，教師自我成長歷程的觀點，注意到長久存在幼教生態環境結構性的問題，同時注意到教學與社會文化的觀點討論，顯現私幼教師教學發展歷程可能面臨到內外在環境條件的限制，此存在於幼兒教師專業發展「異質性」的問題，可以幫助我們對於教師自我專業期許有更多角度的認識。

Through into the life stories and biographies of two teachers, this study discussed the meanings and values of career development of preschool teachers. This biographical study could provide marginal teachers with some opportunities to voice their life and teaching experiences. From preschool teachers, two heterogeneous teachers, one from a public preschool and the other from a private one, were selected. Through their narration of personal stories about career development, this study explored how gender and socio-cultural factors shape these preschool teachers’ personal and professional development and affect their teaching processes. Unlike previous studies, the present study was based on the views of teacher’s self development process. It drew attention to the long-standing environmental and structural problems in preschool education and the necessity of gender and socio-cultural views and discussion about these views. It revealed that both public and private preschool teachers would counter internal and external environmental constraints to their career development. The issues and meanings of “heterogeneity” in professional development of preschool teachers could help academic communities have more comprehensive understanding of teacher’s self expectation of professional development.