學齡前幼兒的父母被視為親職教育環境中最有潛能之學習者，而為了發展與家庭和社區的夥伴關係，幼教師身負推廣親職教育的重任，故其親職教育知識更顯重要。基於資深幼教師在職場中經驗的累積、挫折的調適及能力的建立等發展軌跡值得研究，故本研究採用敘事研究法，欲透過了解研究對象內心感受及知覺與經驗的過程，以探究資深教師的親職教育專業知識的發展歷程與其特質。研究對象為五位分別任教於台中縣市且具有八年以上任教經驗之資深教師。以半結構式訪談為主要資料蒐集方式，同時研究者以觀察者之參與角色對其親師活動及親職教育相關文件進行資料蒐集之工作。 研究結果將幼稚園資深教師的親職教育知識發展歷程以階段論來敘述，分為摸索階段、轉折階段、及精熟階段。因研究發現研究對象個人親職教育知識發展速度不一，因此分析結果乃依據資深教師在各個階段所呈現的親職教育知識的特徵（包含心理特質、教學理念、教學表現三面向）作為劃分其發展的方式，而非以通論性且固定之教學年資做為資深幼教師教育知識轉變的界定。又根據研究分析可知：五位教師的親職教育知識之發展是在一個彈性的年資範圍中呈現其三階段歷程，且各階段皆具有不同的心理特質、教學理念、與教學表現。

Kindergarteners' parents are considered as the most potential learners in the filed of parenting education. For the purpose of developing the "partnership" between family and community, kindergarten teachers have to take the responsibility for popularizing this key task of parenting education. In order to execute this task, whether these teachers possess appropriate knowledge and ability in parenting education becomes an important issue. In fact, senior kindergarten teachers accumulate certain amount of experience in dealing with parenting education. The cultivation of their capability on adjusting frustrations while facing parents or community members and its developmental process are valuable for all kindergarten teachers and teacher educators in early childhood education. Accordingly, a narrative research approach was applied in this one-year qualitative study for exploring senior kindergarten teachers' knowledge in parenting education. The developmental process of these targeted teachers and it characteristics were also examined simultaneously. Five senior kindergarten teachers' with more than eight-year teaching experience in five kindergartens of Taichung area were selected purposefully to participate in this study. Semi-structured interviews were mainly used for gathering the data associated with related documents in the process of implementing parenting education and the teacher-parents activity, where the researchers served as the role of observer-as-participant. Based on the research findings, the developmental process of these senior kindergarten teachers' knowledge in parenting education was generalized and presented as a stage model, which included three stages: "groping stage", "transitional stage", and "mastery stage". Further, since the pace of every participant's development was different, the characteristics exhibited in each stage of all participants were presented in three dimensions: psychological nature, instructional rationale, and teaching performance, instead of using general and fixed factors (i.e. years of teaching experience). According to the data analysis, five senior kindergarten teachers had similar developmental processes, which showed that they all went through the three stages but with their own and flexible range of years of teaching experience. It also showed that they had different kinds of psychological nature, instructional rationale, and teaching performance in each stage.