一•中文部分
丁興祥等譯（2002）。Runyan, W. M. (1982)原著。生命史與心理傳記學：理論與方法的探索。台北：遠流。
內政部兒童局（2003）。中華民國九十年臺閩地區兒童生活狀況調查報告分析（摘要版）。檢索日期：95.4.20。取自World Wide Web:http://www.cbi.gov.tw/all-benefits.php
王秋絨（1991）。批判教育論在我國教育實習制度規劃上的意義。台北：師大書苑。
王美晴（1995）。資深與新進幼兒教師教學計畫歷程之研究。私立中國文化大學兒童福利研究所碩士論文，未出版，台北。
王雪萍（2003）。一位資深國小語文科教師教學實際知識之個案研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東。
王博成（2002）。國小教師生活課程實際知識之研究。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
王鳳仙（2001）。國小教師道德科教學實踐知識之個案研究。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
王麗雲（2000）。自傳／傳記／生命史在教育研究上的應用。收於中正大學教育學研究所主編。質的研究方法（頁265－306）。高雄：麗文。
池叔樺（2001）。國小低年級教師綜合活動課程的實務知識之研究。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
江文瑜（1996）。口述史法。載於胡幼慧主編。質性研究理論、方法及本土女性研究實例（頁249－269）。台北：巨流。
江麗莉（1995）。幼稚園第一年教師的專業成長。載於中華民國師範教育學會主編。教師權力與責任，上冊（頁335－370）。台北：師大書苑。
江麗莉（1997）。邁向專業成長之路。新幼教，14，頁4－11。
江麗莉（2003）。幼稚園同班搭檔教師間的合作關係。載於黃顯華、孔繁盛主編。課程發展與教師專業發展的夥伴協作（頁243－262）。香港：中文大學。
江麗莉、鐘梅菁（1997）。幼稚園初任教師困擾問題之研究。新竹師範學院學報，10，頁57－76。
谷瑞勉（1997）。幼稚園班級經營－精熟與初任幼兒教師知能與實作之比較。（國科會專題研究計畫成果報告編號：NSC86-2413-H-153-011）。台北：中華民國行政院國家科學委員會。
谷瑞勉（1999）。由新手到精熟－幼兒教師教學知識與實作之發展歷程研究。（國科會專題研究計畫成果報告編號：NSC87-2413-H-153-005）。台北：中華民國行政院國家科學委員會。
谷瑞勉（2001）。初任幼兒教師實際知識發展之研究。屏東師範學院學報，14，頁297－324。谷瑞勉（2006）。幼稚園班級經營：反省性教師的思考與行動（二版一刷）。台北：心理。
李文正、李長燦（2005）。幼兒園教師實施班級常規之個案研究－以一位大班教師為例。幼兒保育學刊，3，頁105－130。
李雅珍（2004）。實際知識中的教學意象之個案研究－以一位國中資深教師為例。私立淡江大學教育心理與諮商研究所碩士論文，未出版，台北。
阮凱利（2002）。理論與實際的辨證－國小教師實踐知識之敘說性研究。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
汪素榕（2001）。幼兒教師學習區規劃理念與實務關係之個案研究。國立新竹師範學院幼兒教育研究所碩士論文，未出版，新竹。
吳政達（2001）。知識管理在學校行政之應用。教育學刊，17，頁219－232。吳淑雯（2003）。從「生手到專家」國小教師專業發展歷程研究。國立新竹師範學院國民教育研究所碩士論文，未出版，新竹。
吳嫈華（2003）。方案式課程與教學。載於簡楚瑛主編。幼教課程模式（頁317－358）。台北：心理。
周淑惠（1998）。初任幼兒教師教學信念之發展：選擇性個案研究。論文發表於八十七學年度教育學術研討會論文集（頁1955－1990）。台北：臺北市立師範學院。
周雅容（1996）。象徵互動論與語言的社會意涵。載於胡幼慧主編。質性研究理論、方法及本土女性研究實例（頁75－97）。台北：巨流。
周德禎（2001）。教育人類學導論－文化觀點。台北：五南。林子雯（2006）。幼兒教師教育信念之詮釋性研究。國立高雄師範大學教育學系博士論文，未出版，高雄。林佩蓉（2003）。幼教夥伴，大家一起來成長。載於幼兒教育改革研究會主編。來！說我們的故事：幼教師的專業成長（頁1－6）。台北：心理。
林佩璇（2002）。行動研究的知識宣稱－教師實踐知識。台北師範師院學報，15，頁189－210。林育瑋（1998）。幼兒教育學系實習教師實際知識之個案研究。論文發表於八十七學年度教育學術研討會論文集4（頁1913－1953）。台北：臺北市立師範學院。
林育瑋（1999）。幼教初任教師實際知識之研究。論文發表於幼兒教育研究發展學術研討會論文集（頁59－91）。台東：台東師範學院。
林育瑋（2000）。幼教教師實際知識之個案研究。論文發表於家庭生態趨勢研討會論文集（頁151－157）。台北：台灣師範大學。
林春妙（2004）。幼兒教師專業知能之研究。國立嘉義大學幼兒教育學系碩士論文，未出版。林進財（1999）。國小專家教師與新手教師教學理論建構之研究。國民教育研究集刊，5，頁185－218。
林進財（2002）。教師教學思考－理論、研究與應用。高雄：復文。
林翠湄譯（2000）。Graves, M. (1989)原著。理想的教學點子I：以重要經驗為中心設計日常計畫。台北：心理。
邱志鵬（2001）。台灣幼兒教育課程之演變－一個觀察者的回顧與反思。收錄於幼教課程與教學－理論與實務的對話研討會論文集（頁5－8）。高雄：樹德科技大學。
財團法人李連教育基金會編（2003）。國民中小學教師教學專業發展之研究。台北：財團法人李連教育基金會。
高敬文（1989）。幼兒園活動設計之研究。省立屏東師範學院。
高敬文（2002）。質化研究方法論（修訂二版）。台北：師大書苑。
高敬文、成長兒童學園教師（1994）。課程的誕生：成長兒童學園教師教學設計之心路歷程。雲林縣斗六市：豐泰文教基金會。
孫立葳（2000）。幼兒園經營品質指標之理論與實務。台北：五南。
孫國華（1997）。國民中小學教師生涯發展與專業成長之研究。國立高雄師範大學教育學系博士論文，未出版，高雄。倪鳴香（2004）。童年的蛻變：以生命史觀看幼師角色的形成。教育研究集刊，50（4），頁17－44。洪毓瑛譯（2000）。Bredekamp, S. 與Copple, C. (1997)原著。幼教綠皮書－符合孩子身心發展的專業幼教。台北：和英。
徐偉民（2004）。國小英語教師教學思考歷程之研究。國民教育研究集刊，12，頁117－137。梁福鎮(2000）。詮釋學方法及其在教育研究上的應用。載於中正大學教育研究所主編。質的研究方法（頁221－238）。高雄：麗文。
許芳懿（1996）。國民小學教師溝通型態、自我角色知覺教師自我效能關係之研究。國立台南師範學院國民教育研究所碩士論文，未出版，台南。
郭玉霞（1997）。教師的實際知識。高雄：高雄復文。
郭靜一（2001）。一位實習教師在方案教學的省思歷程。論文發表於一起來C.A.R.E.－幼教老師的行動美學與專業倫理對話論文集（頁1－34）。台北：中華民國幼兒教育改革研究會。
連麗菁（2001）。國小資深教師實務知識與其影響因素之個案研究－以數學科為例。國立台中師範學院國民教育研究所碩士論文，未出版，台中。
陳向明（2002）。社會科學質的研究（初版二刷）。台北：五南。陳美玉（1996）。教師專業實踐理論與應用。台北：師大書苑。陳美玉（1997）。實踐智慧導向的師資培育之研究。教育研究資訊，5（5），頁1－14。陳美玉（2000）。教師專業實踐理論發展知探討－知識論的觀點。論文發表於八十九學年度師範學院教育學術論文發表會論文集（頁771－785）。新竹：新竹師範學院。
陳美玉（2002）。教師專業學習與發展（初版二刷）。台北：師大書苑。
陳珮蓉（1998）。幼稚園初任教師專業成長歷程之研究－以兩個個案為例。國立台灣師範大學家政教育研究所碩士論文，未出版，台北。
陳桂蘭（2002）。一位資深環境教育教師專業發展歷程之探索。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。
陳國泰（2000）。國小初任教師實際知識的發展之研究。國立高雄師範大學教育學系博士論文，未出版，高雄。陳國泰（2003）。初任幼兒教師實際知識的發展之個案研究。花蓮師院學報，16，頁299－324。陳淑琴（2004）。主題課程建構與課程紀實。論文發表於建構主義之幼教課程研討會－理論與實務的對談論文集（頁41－51）。台中：弘光科技大學。
陳雅美（2000）。幼稚園實習教師教育實習一年專業知能之個案研究。論文發表於八十九學年度師範學院教育學術論文發表會論文集（頁1833－1854）。新竹，台灣：新竹師院。陳寧容（2006）。兩位小琉球幼教師課程意識與實踐之研究。國立屏東教育大學教育行政研究所博士論文，未出版，屏東。張賴妙理（1999）。初任暨資深國中生物教師在運輸作用、遺傳與演化單元的教學表現之個案研究。國立台灣師範大學科學教育研究所博士論文，未出版，台北。范信賢（2005）。敘說課程實踐的故事－一種敘事性觀看教師經驗的方式。教育研究月刊，130，頁45－55。范麗娟（2004）。深度訪談。載於謝臥龍主編。質性研究理論（頁83－126）。台北：心理。
溫曉風（2005）。國小教師生命教育教學實踐知識之個案研究。國立屏東師範學院教育心理與輔導學系碩士論文，未出版，屏東。
莊佩真（2001）。學前教師教學思考之研究。國立高雄師範大學教育學系碩士論文，未出版，高雄。
莊筱玉（2006）。教師專業知識建構、轉化及發展之研究－一位技術學院英文教師的個案研究。國立屏東教育大學教育行政研究所博士論文，未出版，屏東。楊永華、邱文純（1994）。實習教師與資深教師在實驗教學上的異同。教育研究資訊，2（5），頁90－110。甄曉蘭（2000）。批判俗民誌及其在教育研究上的應用。載於中正大學教育研究所主編。質的研究方法（頁369－393）。高雄：麗文文化。
甄曉蘭（2003）。中小學教師的專業成長。論文發表於教育人員專業發展學術研討會論文集（頁11－18）。台北：台灣師範大學。黃文娟（2003）。一位資深公立幼稚園教師專業成長歷程之探究。國立花蓮師範學院幼兒教育學系碩士論文，未出版，花蓮。
黃月純（2001）。生命史研究在成人教育上的應用。成人教育學刊，5，頁219－248。
黃美瑛（1995）。意象：幼兒教師實際知識的運作之研究。屏東：東煜。黃瑞琴、張翠娥（1991）。幼兒教師教學的實際知識。論文發表於七十九學年度台灣省教育學術論文發表會論文集（頁1－24）。新竹：新竹師範學院。
黃瑞琴（1996）。質的教育研究方法（二版二刷）。台北：心理。
黃美香（2004）。高雄縣市公私立幼稚園家長參與班級活動之調查研究。國立屏東師範學院教育心理與輔導學系碩士論文，未出版，屏東。
熊同鑫（2001）。窺、潰、餽：敘述我對生命史研究相遇的心靈起伏。應用心理研究季刊，12，頁107－131。萊素珠、許雅惠（2004）。托嬰部實習保育員教學實際知識之研究－以1–2歲嬰兒班級為例。臺中師院學報，18（1），頁61－77。劉仲冬（1996a）。量與質社會研究的爭議及社會研究未來的走向及出路。載於胡幼慧主編。質性研究理論、方法及本土女性研究實例（頁121－139）。台北：巨流。
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劉明芳（2005）。兩位幼稚園老師在主題教學中的實際知識之研究。國立嘉義大學師範學院幼兒教育研究所碩士論文，未出版，嘉義。
劉麗玲（2000）。國中資深理化教師教學表徵之個案研究。國立彰化師範大學科學教育研究所碩士論文，未出版，彰化。
廖鳳瑞譯（1986）。Katz, L.G. (1977, 1984)原著。專業的幼教老師。台北：信誼基金會。
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盧蕙馨（2004）。參與觀察。載於謝臥龍主編。質性研究理論（頁57－80）。台北：心理。
簡紅珠（1996）。國小專家與新手教師的班級經營實作與決定之研究。教育研究資訊，4（4），頁36－48。簡楚瑛、鄭秀容（2003）。High/Scope課程模式。載於簡楚瑛主編。幼教課程模式（頁471－520）。台北：心理。
蔡淑桂（2004）。幼稚園專家與新手教師的班級經營策略之比較研究。康寧學報，6，頁181－224。
謝瑩慧（1995）。影響幼稚園教師課程決定的教育理念研究。論文發表於八十四學年度師範學院教育學術論文發表會論文集4（頁193－210）。屏東：屏東師範學院。
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鄭佳玲（2000）。台南市幼稚園教育「家長參與」之研究。國立台南師範學院國民教育研究所碩士論文，未出版，台南。
二•英文部分
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