原住民公費教師跨文化適應與文化回應教學實踐經驗之探究

Abstract

本研究旨在探討原住民公費教師的跨文化適應與文化回應教學實踐經驗，並根據研究結果提出建議，以供原住民公費教師師資培育之參考。在研究方法上，採取質性研究的半結構式訪談、文件分析蒐集資料。 本研究的研究參與者為任教於國中階段的原住民公費教師，包含排灣族教師、泰雅族教師以及達悟族教師，共三人。除了受訪意願之外，也特別考量原住民公費教師與任教學校之間的族群適配與不適配狀況。 本研究主要的發現如下： 一、族群不適配教師面臨之文化衝擊，以語言及工作內容為主；族群適配教師面臨之文化衝擊，則以工作內容為主。 二、在面臨文化衝擊時，原住民公費教師會嘗試與困境共處，發展出調適策略。 三、原住民公費教師普遍具有原住民族知識與多元文化知能，但對文化現象的反思能力尚待強化。 四、原住民公費教師以學生的母文化為橋梁，發展文化回應的課程內容；在輔導諮商方面，則透過調整文化距離，與學生建立諮商的信任關係。 根據研究發現，本研究對原住民公費教師的師資培育有以下幾點建議： 一、師資培育機構應該與坊間資源協同合作，開設更多元的課程，以滿足原住民公費教師的需求。 二、原住民公費教師的師資培育，應考量原住民學校的需要，優先以符合學校需求的教師為主。 三、將多元文化教育列為原住民公費教師師資培育的必修課程。 四、鼓勵原住民公費教師參加原住民社團，培養對其他原住民族文化的認識。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.