思索一個更具原住民族文化思維之教師專業素養指引

Explore a More Indigenous Perspective of Teacher Professional Standards

《中華民國教師專業標準指引》、《中華民國教師專業素養指引》為我國導引教師專業概念之重要官方文件，亦是建立我國教師品質之重要指標。近年我國肯認原住民族知識文化應為我國全體知識文化之一環，且在新課綱中強調需尊重各文化族群差異落實「全民原教」、「多元文化思維」於課程與教學之中，並有《原住民族教育法》、《原住民族教育發展計畫》、《原住民族教育政策白皮書》、《中華民國原住民族教育年鑑1945-2018》等相關文件產出，肯定教育專業需有更多原住民族觀點融入之精神，然而泛屬全國教師之教師專業素養指引中仍然缺乏原住民族文化思維的考量。本文論述「教師專業」不該是具有普世皆準的世界普遍性，而應考量各國獨特之歷史、族群、文化對於教師角色與教師專業之不同需求而設立。文中亦檢視現行教師專業素養指引中缺乏相關法規對於原住民族文化思維的教師專業需求，應重新予以檢討並重構，以符合全民原教精神之訴求，並替我國未來更具整全性思維之教師預作準備。

'Guidelines for the Professional Standards of Teachers of the Republic of China'' and ''Guidelines for the Professional Quality of Teachers of the Republic of China'' are important official documents to guide the concept of teachers' professionalism in our country, and they are also important indicators for establishing the quality of teachers in our country. In recent years, our country has recognized that the knowledge and culture of indigenous peoples should be part of our country's overall knowledge and culture, and in the new curriculum, it emphasizes the need to respect the differences of various cultural groups and implement ''original education for all'' and ''multicultural thinking'' in curriculum and teaching. There are also relevant documents such as ''Indigenous Ethnic Education Law'', ''Indigenous Ethnic Education Development Plan'', ''Indigenous Ethnic Education Policy White Paper'', ''Republic of China Indigenous Ethnic Education Yearbook 1945-2018'' and other related documents, affirming the education profession There needs to be more integration of the perspectives of indigenous peoples. However, there is still a lack of consideration of the cultural thinking of indigenous peoples in the guidelines for the professionalism of teachers belonging to teachers across the country. This article discusses that the ''teaching profession'' should not be a universal cosmopolitanism with universal standards, but should be established in consideration of the unique historical, ethnic, and cultural needs of each country for the role of teachers and the teaching profession. The article also examines the lack of relevant laws and regulations in the current teachers' professional quality guidelines. The professional needs of teachers with cultural thinking of indigenous peoples should be re-examined and restructured to meet the needs of the new generation of curriculum to implement the transformational justice of indigenous peoples and the spirit of original education for all, and prepare for our country's future teachers with more holistic thinking.