本研究以質性研究方法來探究幼教師接受為期一年15次的到園輔導進修方案，對其專業學習的影響以及與其專業發展需求的適配性。參與研究的11名幼教師，透過2個焦點團體、園長深度訪談以及幼教師反思日誌來蒐集資料。研究結果指出：透過輔導方案，受輔教幼師對幼兒行為、教師自我效能、親師生關係，及學習模式的建構有所收穫；對幼教師專業需求上，本方案之推動可克服教師因園務忙碌而延宕學習的困境、強化教師反思能力、提供長期的專業學習、並在實作中嘗試修正以及建立同儕學習機制。本研究進一步提供幼教師在職進修與實務相關建議。

This study adopts a qualitative research method to examine the effects of an on-site guidance program, providing 15 sessions per year, on the professional development of preschool teachers, and whether the program meets their requirements for professional development. Data of the 11 preschool teachers who participated in this study were collected using the following resources: 2 focus groups, in-depth interviews with the kindergarten head, and reflective reports written by the preschool teachers. The results indicate that the on-site guidance program improved teachers' attitudes toward children, self-efficacy, and their relationship with peers and students' parents, and enabled the development of a novel kindergarten learning style. For the professional requirements of preschool teachers, implementation of the on-site guidance program eliminates delays of in-service training because of responsibilities, enhances teachers' introspective skills, provides long-term profession training, facilitates self-correction through multiple practical trials, and develops a mechanism for peer learning. Finally, this study discusses in-service education and related practical issues.