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Cross-Cultural Adjustment and Culturally Responsive Teaching of Government-Sponsored Indigenous Teachers
government-sponsored indigenous teacher
culturally responsive teaching
This study was to investigate cross-cultural adjustment and culturally responsive teaching of government-sponsored indigenous teachers, in order to provide suggestions for cultivation of government-sponsored indigenous teachers. This study applied semi-structured interview and document analysis of qualitative research to collect data. The key informants of this study included three government-sponsored indigenous teachers teaching in junior high schools, one from Paiwan, one from Tayal, and one from Tao. In addition to the willingness of the interviewees, the relationship between the indigenous teacher and their teaching schools were also taken into consideration for sampling. The main findings of this study were as follows: 1.The cultural shock faced by one teacher with none ethnic matching were mainly on language and work ; while two ethnic matching teachers were mainly on work. 2.While facing cultural shocks, the government-sponsored indigenous teachers tended to coexist with difficulties and develop adjustment strategies. 3.Government-sponsored indigenous teachers generally possessed indigenous and multicultural knowledge, but their cultural reflection ability should be strengthened. 4.Government-sponsored indigenous teachers used students’ cultures as the bridge to develop culturally responsive curriculum. The teacher adjusted cultural distance to build trust in relationship with their students when counseling. This study provides some suggestions for government-sponsored indigenous teacher education: 1.Teacher education institutions should collaborate with private resources to offer more diverse courses in order to meet the needs of government-sponsored indigenous teachers. 2.The education for government-sponsored indigenous teachers should consider the needs of indigenous schools, and give priority to the teacher who meets the requirements. 3.Multicultural education should be included as a compulsory course for government-sponsored indigenous teacher education. 4.Encouraging government-sponsored indigenous teachers to participate in the indigenous communities in order to cultivate better understanding of other indigenous cultures.
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