本文旨在探討一位幼教師進入實施不同型態課程且持續進行專業發展的園所情境 中之專業成長之路，所探討問題爲該教師專業成長之內涵表現、具體方式，以及影響 個案教師專業成長之因素，並採用觀察、訪談與文件檔案蒐集方式深入了解該教師在 園中的整體情境脈絡，以探求真相。硏究發現個案教師專業成長歷經「初踏上路、懵 懂與衝撃」、「虛心深思、做中學習」及「續步再行、漸入佳境」三個階段；其專業成 長內涵著重於「主題課程與教學」知能，專業成長方法乃運用「做中學」、「同儕互動 暨討論」、「自我學習」及「調適與省思」四大方式；至於個案教師專業成長則深受「自 身」、「同儕」及「組織」三種因素的交織影響。最後，根據本文之結論，提出對其他 幼兒園、幼兒教師及未來硏究之相關建議。

This study aimed to explore the courses of a kindergarten teacher’s professional growth. In this study, we can see how the case teacher, who used Montessori model, pursued his professional growth towards open education in a professional development kindergarten, which was carried out thematic model. The research questions include: contents, methods and influencing factors on professional development. A qualitative research method was adopted in this study, investigated by observation, interview and analysis of relative documents. As result, this study finds: The case teacher experienced three phases of professional growth- feeling confused and impacted at the initial contact of kindergarten environment; becoming open-minded and thoughtful, and learning by doing; continuing tried to learn and achieving a better situation gradually. The analysis of the case teacher’s professional growth focused on performance of “thematic curriculum and teaching”； the professional growth methods by the case teacher’s were learning by doing, interaction and discussion within peer group, self-learning, and self-adaptation and reflection; and the case teacher’s professional growth would be interplayed by three factors-herself (the case teacher) , peer group and kindergarten’s atmosphere. According to the conclusions mentioned above, the researcher proposes suggestions to other kindergartens, teachers and future studies on the topic of professional growth.