| Summary: | 碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 105 === The purpose of this study is to discuss the experiences of excellent itinerant teachers in preschool special education, which include their formal and informal further education, previous working experiences, how they deal with challenges and difficul¬ties of their work, and the role of these experiences of professional development. This study adopted phenomenological methods of qualitative research as the research method. The researcher used interview, observation, and document analysis to collect data. To understand the teacher's professional development experiences, six of the winners in the Special Education Award for Excellence in Special Education were selected.
The results of study were listed as follows:
1. To understand the role of formal and informal education on teachers' professional development.
（1）There were still gaps between the theories that they had learned in formal training and the practice experiences.
（2）Mentors could provide professional theories and affective professional development.
（3）Preschool special education courses emphasized special education courses in elementary school.
（4）Teachers majored in early childhood education were helpful in preschool itinerant work.
（5）Teachers needed multiple channels for professional development which took both theories and practice into consideration.
（6）In addition to professional self-growth, excellent itinerant teachers would also help others grow professionally.
2. The benefits from excellent itinerant teachers' other work experiences of teachers’ professional development.
（1） The former teaching experiences in preschool classroom and self-contained special education classes of preschool might contribute to special education itinerant services.
（2） Some of itinerant teachers may integrate what they had learned in professional development into their own models of teaching.
（3） Administrative experiences might enable excellent teachers to achieve resource integration.
3. The assistance of excellent itinerant teachers' itinerant experiences of teachers’ professional development.
（1）The models of special education itinerant services were formed with multiple factors.
（2）The pressure and difficulties of the teachers might be affected by the differences of the systems or individual personalities.
（3）Teachers needed professional development platforms from the bottom up.
（4）The itinerant ways in preschool would lead to different roles of itinerant teachers.
4. The growth of the professional development of excellent itinerant teachers and their adjustment.
（1） Teachers could achieve professional growth by self-reflection and professional growth channels.
According to the results of the study, suggestions are proposed to the e educational administrative agencies, teacher education departments, preschool itinerant instructors and future research directions are provided.
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