本研究旨在探討二位公立幼托人員的生涯發展與規劃情形，採質性研究之半結構式訪談方式進行，研究結果將教師的生涯發展分成：（1）萌芽時期--父母親的觀念對生涯選擇有決定性的影響；（2）成長時期--自我期許是生涯發展的動力；（3）掙扎時期--在面臨人生抉擇時能追求自我成長；（4）整理與發揮時期--對自我專業有著強烈的自信與期許。根據研究結果發現兩位幼托人員在生涯發展與規劃上，有下列差異存在：（1）確定人生目標--職前教育課程的影響；（2）教學關注焦點轉變--教學理論與實務的應用；（3）對目前生涯的反思；（4）對未來的規劃。本研究希望藉由厚實的描述來激勵幼托人員在職場中進行生涯規劃，並與其他教師進行專業的對話。

The purpose of this case study was to understand the condition of career development status, and difference in career planning of kindergarten's teacher and day-care center's teacher. Semi-structured interviews with teachers from two preschools, and narrative and thematic analysis were used to gain a deeper understanding of this topic. Four major themes emerged from the teacher's career development stage were: (1) The beginning stage-Parents' concepts had decisive impacts on the career choice of preschool teachers. (2) The growth stage-Search for success and self-expectation were driving forces for career development. (3) The struggle stage- They show strong will of pursuits in self-fulfillment and competence when faced with difficulties in choice of life. (4) The arrangement stage- preschool teachers and a great anticipation and confidence in their own professional competence.