臺灣原住民族之民族教育師資培育探究

臺灣近幾年針對原住民族教育師資培育，透過政策、計畫及法令的修訂，目的是期待能培育出得以傳承原住民族文化之教師。本研究探討現行原住民族教育師資培育政策之實施現況，並提出對現行原住民族師資培育制度的建議。本研究以半結構式訪談方式，以國中小原住民族實驗教育學校為研究對象，立意取樣9所學校，邀請校內行政人員以及實際教授原住民族文化課程教師接受訪談，受訪人數共18位。
本研究發現原住民族教育師資所遇到的挑戰包含：因不熟悉原住民族文化及語言於原住民族文化課程進行時致過度依賴耆老，也因多面向的文化內涵，無法判斷所蒐集到的原住民族文化內涵真實性；另在教授原住民族文化課程之品質受到教室場域之限制及部分授課教師欠缺教學策略而仍有調整空間，在教學負擔沉重之狀況下也影響師資穩定度。
對於現行原住民族師資培育政策調整的建議如下：
一、定期調查各原住民族學校文化教師增能需求，另應思考原住民族師資培育課程以分散各師資培育大學或由教育部主導辦理孰優孰劣。
二、師資培育大學為未具合格教師證之部落在地師資保留甄選優先名額，此外也建議能精進原住民族教育師資之族語能力，更加瞭解原住民族文化之意涵。

In recent years, Taiwan has focused on cultivating indigenous education teachers through policy revisions, programs, and legal amendments. This study examines the current implementation of Indigenous teacher education policies and offers recommendations for improving the existing system. The research uses a semi-structured interview method to target Indigenous experimental education schools at the elementary and junior high levels. A purposive sample of nine schools was selected, with 18 interviewees, including school administrators and teachers responsible for teaching Indigenous cultural courses.
This study identifies several challenges faced by Indigenous education teachers, including over-reliance on elders during the delivery of Indigenous cultural curriculum due to unfamiliarity with Indigenous cultures and languages; difficulties in verifying the authenticity of collected Indigenous cultural content because of the multifaceted nature of cultural connotations; limitations on the quality of teaching Indigenous cultural courses imposed by classroom settings and the lack of effective teaching strategies among some instructors; and the heavy teaching workload, which affects teacher stability.
Here are the recommendations for adjusting current Indigenous teacher education policies:
1.Regularly assessing the professional development needs of cultural teachers in Indigenous schools. There is also a need to evaluate whether teacher education should be decentralized across universities or centrally managed by the Ministry of Education.
2.Universities offering teacher education should reserve priority admission spots for Indigenous educators without formal teaching certificates. Establishing professional teacher communities could also help enhance Indigenous language proficiency and deepen understanding of Indigenous cultures.