本研究主要目的為探討原鄉教育路對幼師生涯發展的影響，透過四位烏來地區非原住民幼師的個案研究，瞭解幼師的生涯發展、影響幼師生涯發展因素、幼師的原鄉教育路及原鄉教育路如何影響幼師生涯發展，期望能提供到原住民族地區任教的其他非原住民教師在生涯規劃上的參考或協助。 本研究探討教師生涯發展主要以三位學者的理論為依據：Newman的週期論、Katz的階段論，與Fessler的循環論。影響幼師生涯發展因素則從以下的面向做討論：工作內容、人際交往、經濟報酬、文化因素等。幼師的原鄉教育路則分別從四個面向做討論：政策與制度、原鄉幼教師資、幼師與社區的關係與文化回應教學。 本研究採個案研究法，輔以半結構訪談方式蒐集資料，本研究綜合分析結果發現：個性、志向與家庭是影響教師生涯發展的風向球。個性、專業與關注方向會影響教師生涯發展模式的改變。人際關係、經濟報酬與福利影響幼師職涯變動。選擇原鄉教育路與幼師過去經驗有關。角色衝突與文化認同主宰文化回應教學的成效。 / The main purpose of this study was exploring the influences for the career development of preschool teachers working in indigenous areas. To understand the career development of preschool teachers, teacher career development factors, the working situation of preschool teachers in indigenous areas, and the influences for the career development of preschool teachers working in indigenous areas through four non-indigenous preschool teachers in Wulai. Hopefully, this study can be a reference to the preschool teachers when they plan their career development or make the career decisions. This study investigated that teacher career development mainly based on the theories of three scholars: the phase theory of Newman, the stage theory of Katz, and the cycle theory of Fessler. Career development factors of preschool teachers were discussed as follows: work content, interpersonal relationship, finance, and culture factors. The working situations of preschool teachers in indigenous areas were discussed as follows: policies and institutions, the profession of preschool teachers, the relationship between preschool teachers and community, and culturally responsive teaching. This study adopted multiple-case study, combined with semi-structured interviews to collect data. The results of this study were summarized as follows: Personality, ambition and family influence teachers' career development. Personality, profession and concerns will affect the model of teacher career development. Interpersonal relations, finance and welfare effect the career decisions of preschool teachers. Working in indigenous areas is related with the preschool teachers’ past experiences. Role conflict and culture identity dominate the effects of culturally responsive teaching.