| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 104 === This study aimed to explore the phenomena reflected from four preschool in-service teachers, who received their teacher preparation in different periods, on the relationship between their backgrounds and theirimplementation of play-based curriculum. Different backgrounds and experiences explored in this study included former preschool teacher education, in-service workshops or courses, post-baccalaureate study, and kindergarten consultation programsupported by the Ministry of Education.This study adopted case study method,collecting qualitative data such as interviews, observation field logs,retrospective artifacts, thematic activities photo, and artifacts of various current learning experiences. This study found that pre-service teacher education
courses which provided practical experiences, such as visits of quality programs, inteactive dialogue about curriculum, and the fifth year of practicum, might provide vehicles for the student teachers to construct teacher belief on play, influencing the future integration of play in early childhood curiculum.The field experience including the fifth year of practicum, consultation experiences also influence teacher belief on play as well as the implemtation of play-based curriculum substantially.Recommendations based on the research findings, for teacher education institutions, kindergarten, kindergarten teachers and future research were provided.
Keywords：implementation of play-based curriculum in early childhood, teacher belief on play.
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