本研究旨在瞭解幼教實習生之教師圖像於實習歷程前後之發展，並從中探討幼教實習生以教學內容知識描繪之教師圖像及形塑教師圖像之歷程。本研究共招募三位幼教實習生作為研究參與者，以大四集中實習前一週至集中實習結束一個月後作為資料蒐集期程，分別於集中實習前、集中實習剛結束時及集中實習結束一個月後與幼教實習生進行個別訪談，並蒐集幼教實習生之教師圖像以進行資料分析。本研究發現，幼教實習生的教師圖像均是以教師信念、教學知識與學習者知識為發展重點，情境知識與評量知識則幾乎沒有呈現在教師圖像中。儘管教師圖像中的教學內容知識在集中實習前後並沒有明顯的類別變化，然而每一階段的教師圖像，均會比先前的教師圖像呈現出更多經驗與知識的細節。而在建構教師圖像的歷程中，幼教實習生過去與重要他人的互動經驗、集中實習經驗及對整體經驗的回顧與反思，都在敘說的歷程中重新形塑實習生們的教師圖像，使得教師圖像在敘說的歷程中逐漸清晰。依據研究發現，本研究提出以下三點結論：（一）幼教實習生的敘說歷程將有助於教師圖像發展、（二）從幼教實習生的教師圖像發展歷程看見實習及反思的重要性、（三）透過分析PCK內涵深入瞭解幼教實習生的教師圖像發展，並據此提出對師資培育機構、幼教師資生及未來研究方向之建議。

This study aims to explore the development of early childhood pre-service teachers' images from pedagogical content knowledge (PCK) before and after the internship to understand the teacher images from pedagogical content knowledge and the development process of teacher images. In this study, three participants were recruited from the pre-service teacher in early childhood education. The data collection was over a period of two months, started a week before the internship and ended after a month of the internship. The participants were asked to took interviews and drew their teacher images for data analysis.
The results revealed that early childhood pre-service teachers' images all showed their teacher beliefs, pedagogical knowledge, and knowledge of learners, while knowledge of contexts and knowledge of assessment were almost not presented. Even though the PCK categories did not change significantly, the teacher images in each stage showed more details of experience and knowledge than the previous one.
In the process of constructing teacher images, the interaction experience with important others in the past, the experience of internship and the review and reflection of the overall experience all reshaped the teacher images in the narrative process, making the teacher images gradually clear. The following conclusions were reached: (1) the narrative process will help the pre-service teachers’ images development. (2) The development process of pre-service teachers’ images revealed the significance of the internship and reflection. (3) The analysis of PCK showed the chance to understand the teacher images development. Based on the findings, the study provides recommendations to teacher education institutions and early childhood pre-service teachers, as well as future research directions.

中文
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