本硏究透過間隔八年兩個時間點的縱貫硏究，以問卷記名之方式，探討一所教育大 學186位幼兒教育學系畢業生在學時與任職後之教學信念及其改變，並瞭解導致其信念 改變的因素。針對已離開幼教職場的受試者，則利用開放式問題，瞭解其轉行原因。扣 除拒塡與失聯者，得有效樣本數113位。硏究發現幼兒教師在學時之教學信念蠻符合幼 兒發展特性之需要，並認爲懲罰是最不適宜幼兒身心發展的行爲；任職後之教學信念大 致穩定，更重視師生與幼兒同儕間互動的重要性。其中有顯著改變的是受試者任職後更 重視閱讀學習、評量方式的個別化及幼兒參與制定班規，對於部分較不符合開放式教育 的理念，如：讓幼兒獨自學習及正式教導閱讀，則變得更重視。受試者自陳導致其信念 改變的主因包括：幼兒行爲、家長態度、幼兒園之理念，以及硏習經驗等。受試者中轉 行的比例高達65%，工作量與報酬不成比例是導致其轉行的主因。

The aim of this longitudinal study was to explore the teaching beliefs of 186 graduates majored in Early Childhood Education, and to find out factors that caused changes of their beliefs. Moreover, for the participants who left preschool workplaces, open-ended questions were used to find out reasons for their career change. Eight years after our first data collection, 113 participants responded to our survey. Preschool teachers’ overall teaching beliefs during their school years were close to child-centered beliefs and considered punishments and reprimands as the most inappropriate teaching practice for young children. When they became preschool teachers, their overall teaching beliefs were quite stable. Nevertheless, some of their beliefs were significantly different. Eight years later, they emphasized more on reading instruction, individual assessments, and child participating in rule establishment. They also valued more on teacher-centered beliefs, such as: teaching young children formal readings. Factors that caused their changes in beliefs included child behaviors, parents’ attitude, and their experiences derived from continuing education. Finally, 65% of the graduates left the preschool workplaces because the pay was low considering the heavy work load.