我是一位幼教的師資培育者，長期關注幼教師的專業發展，企圖在現有的幼教師專業發展方案之外，尋找另一種可能的取徑。本研究旨在透過協作敘事取徑，促進幼教師的專業發展，探究其歷程與成效，並再概念化幼教師專業發展取徑。
本研究採敘事探究方法，邀請彰化一所幼兒園的八位幼教師，組成「幼教師協作敘事團體」。本團體的運作兼重生命故事與教學故事的敘說，透過閱讀與敘說、教學難題的討論、團體的互動、對話與反思，共歷時一年半的協作敘事。
我主要規劃與運作團體的議程、營造團體的氣氛、促發協作者敘說及引導協作者進行討論與對話。本研究透過觀察、訪談與文件分析的方式蒐集運作歷程中的資料，並運用主題分析法加以分析。
研究結果發現，協作敘事取徑啟動幼教師專業發展的關鍵要素包括教師主體性的關注、團體凝聚力的建立、幼教師身分的覺知與建構、反思性思維的運作以及協作者、研究者和專業文本三方視域的對話與交融。本協作團體能促進幼教師專業發展，包括提升幼兒課程設計與教學實施能力、規劃適性的學習環境與發揮班級經營的效能、掌握人際溝通與經營技巧和致力於教師專業的開展與成長。
再概念化在職幼教師專業發展取徑的內涵為以關懷和開展生命為根基、「教師<-->學習者」身分的跨越與混種、透過多重回觀、反思與解構將經驗意義化、從對話中學習、課程是經驗文本/敘事文本、多元方法的運作方式以及知識是藉由三重敘事-->反思-->對話-->建構-->行動的建構而來。
最後根據結論，提出職前的幼教師資培育課程、在職的幼教師專業研習課程與後續研究的轉向與相關建議。

As a teacher educator, I have long concerned myself with the professional development of preschool teachers to identify an alternative approach to facilitate their improvement. In this study, a collaborative-narrative approach was used to facilitate the professional development of preschool teachers. The process and effectiveness of the said approach were later investigated and reconceptualized.
I invited eight preschool teachers from a preschool in Changhua to form a “collaborative-narrative group,” which focused on the narration of life and teaching stories in a course that spanned 18 month long. The group involved reading and narration, group interactions, dialogues and reflections, and discussions of difficulties encountered during teaching. My primary responsibility was to encourage and guide the collaborators’ engagement in narration, dialogues, and discussions. This study adopted narrative inquiry. Data involving the process of the collaborative-narrative group were collected through observations, interviews, and document analysis, followed by a thematic analysis method to examine the collected data.
The study results showed that the key factors of the collaborative-narrative approach that facilitated the professional development of preschool teachers included the teachers’ subjective attention, establishment of team cohesion, awareness and establishment of the teachers’ identity, and reflective thinking conducted through a three-way interaction between the collaborators, researchers, course text. The collaborative-narrative group introduced in this study successfully facilitated the preschool teachers’ professional development, which included improving their ability to design preschool curriculum and conduct teaching, organize learning environments and manage class adequately, master interpersonal communication and management skills, and dedicate themselves to their personal growth and professional development.
The approach for developing in-service preschool teachers’ professional development education was reconceptualized through the idea of caring for and expanding life. This enabled border-crossing the identities of teachers and learners. Moreover, multiple reflections were conducted to deconstruct experience and convert it to knowledge. This way, dialogue engagement enables learning, and curriculum as experiential and narrative texts. Finally, a diversified method was applied to acquire knowledge through triple narrative, reflections, dialogues, constructions, and actions.
According to the conclusions, this study proposed not only the recommendations for teacher education programs for preschool teachers but also the suggestions for further studies.

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