從原教中心觀點談地方原住民族教師專業發展網絡之運作

Discussing Local Level Indigenous Teachers’Professional Development Network Operation from the Perspective of Indigenous Education Resource Center

原住民族教育的議題在近年來《原住民族教育法》修正後，受到社會大眾的廣泛重視。在追求社會永續及多元文化發展的當代教育政策脈絡下，各地方政府依循法規成立原住民族教育資源中心，推動原住民族課程與教材研發，以及師資專業發展工作。本研究目的為歸納原住民族教師專業社群網絡建構的脈絡，分析網絡建構的參與者及運作，並對於整體原住民族課程與教學專業網絡發展，提出建議。研究中採用質性多重個案取徑，分析政府官方文件，並訪談地方政府原住民族課程與教學網絡參與者，同時輔以參與觀察，進行資料蒐集。研究發現各地方政府原住民族教師專業發展網絡資源配置存在差異，且參與者相當多元。原住民族教育資源中心除扮演網絡資源分配者外，也需要其他參與者的協力。最後研究針對原住民族課程與教學推動機制，提出相關建議。

The issue of indigenous education has received widespread attention from the general public in recent years, following amendments to the Indigenous Education Act. In the context of pursuing social sustainability and the development of diverse cultures, various counties and cities have established Indigenous Education Resource Centers in accordance with the law, to promote the development of indigenous curricula and teaching materials, as well as professional development for indigenous teachers. This research aims to summarize the context of constructing a professional community network for indigenous teachers. It involves analyzing the participants and operations of the network construction. Furthermore, it aims to provide recommendations for the overall development of the indigenous curriculum and teaching professional network. This research adopts a qualitative multiple case study approach, analyzing government documents, conducting interviews with participants in the indigenous curriculum and teaching network in counties and cities, and supplementing with participant observation for data collection. The study found that there are differences in the allocation of resources in the professional development networks for indigenous teachers in various counties and cities, and the participants are quite diverse. In addition to playing the role of resource allocators in the network, Indigenous Education Resource Centers also require the collaboration of other participants. Finally, recommendations are made regarding the mechanisms for promoting indigenous curriculum and teaching.