本研究主旨在於探討三位資深幼兒教師實際知識發展歷程、特性及影響實際知識發展因素 等，以質性研究中生命史(life history)作為研究方法，透過深度訪談及文件分析等方式蒐集資料， 研究進行大約兩年，所得研究結果如下：1.資深幼兒教師實際知識發展歷程呈現循環的階段性， 包含摸索期、鞏固期、信心期等階段。2.資深幼兒教師實際知識發展形成「困境→挑戰→突破」 向上循環機制。3.實際知識發展始於實際教學經驗，反省教學是促進實際知識發展的關鍵。4.資深 幼兒教師教學關注幼兒興趣與需求，實踐幼兒本位教育。5.實際知識發展深受個人及組織因素之 影響，其中有些因素有助於教師實際知識的發展，也有不利因素導致教師實際知識出現停滯困頓 現象。根據研究結果，提出對幼兒教師、幼兒園及師資培育機構等建議。

The main purpose of this study was to explore the process of the development of practical knowledge of three experienced preschool teachers, characteristic, and the influencing factors. A qualitative approach with life history was applied in this study. The data was collected from in-depth interviews, and document analysis. Following results were found after two years of research: The process of the development of practical knowledge of the three preschool teachers was not linear, but the cycle of stages. From novice to experienced teacher, they all went through the stages of groping, consolidation, and confidence. Each stage contains a "hardship → challenges → breakthrough" mechanism, and which promote the process of the development of practical knowledge. The development of practical knowledge began at the actual teaching experience, and the reflective teaching was significantly important to promote self-growth. The teaching of experienced preschool teacher concentrates on the interests and needs of children.The educational of child-centered approach was practiced. The development of practical knowledge was affected by personal and organized factors.