本研究以生命口述傳記研究取向，探究臺灣一位幼師職業史的變遷圖像，內涵包括：一、該幼師生涯內特有經歷及遭遇事件的行動結構；二、在職涯追求中，生命主體如何建構及賦予其對幼師角色的認同與意義。以「敘述訪談法」採集服務年資滿10年以上幼師的口述職業史，並挑選一份具遷移性格的文本為研究對象，該內容說著她在14年幼師生涯中換了10個工作場域的故事。文本以F. Schütze「理論建構」與R. Kokemohr「參照推論」兩分析方案進行微觀語言的解析與詮釋。分別闡述出「受外在環境形塑－承載堆砌開展－自我引導」幼師角色認同三階段說，與「理所當然自然發展－開展自我潛力－自主的承諾」之幼師角色自我創化圖像。最後，以自我蛻變的「離合」觀來詮釋幼師職業生命的運轉。

This research, which explores transitional pictures of one Taiwanese preschool teacher’s professional career, is based upon an autobiographical approach that was developed during the 1980s in Germany. The research includes two aspects: first is the action structure of specific experiences and incidents in the flow of her career. Second is how the subject constructed the meaning and identity of her career as a preschool teacher role. The “narrative interview” technique, developed by F. Schütze, was the primary tool for data collection. The researcher selected a teacher who well represents a “transitional character” to serve as the main subject. The story concerns her ten job changes during her fourteen year career in early childhood education. Micro-language analysis and interpretation, as developed in “Analyses of Theory Structure (F. Schütze) and “Inferential Theory” (R. Kokemohr), was carried out on the data. By reconstructing the narrative text according to this method, the preschool teacher’s role identity is shown as three stags, “shaped by external environment—accepting, accumulating, and developing—self guiding”. Moreover, the preschool teacher’s professional role is also shown to reflect “natural development—the intention to develop self-potential—independent commitment,” leading to self-transformation. Last, the preschool teacher’s career transformation is interpreted from the “separated and united,” self- transformation point of view.