原住民族教師專業認同形塑之研究

A Study on the Formation of Professional Identity among Indigenous Teachers

近年來教育改革如火如荼，各項革新政策百花齊放，其中影響教學現場最劇烈的莫為十二年國民基本教育課程綱要及素養導向課程教學與評量之推動與執行。本研究旨在探究十二年國民基本教育改革下原住民族教師專業認同形塑歷程、梳理影響原住民族教師專業認同之各項因素，及其對教師專業圖像之刻劃。本研究採取深度訪談法，以讓受訪者使用自己的語言和方式詳細敘述其經歷和觀點，接續運用Nvivo 11軟體系統性地分析資料，由此產生編碼架構。本研究結論：（一）個人生活史影響與強化專業認同之形塑；（二）環境變革與工作困境激勵自我專業精進；（三）教育承諾與反省性思考描繪出專業圖像。研究建議：（一）師資職前課程應適切導入原鄉教學現場協作經驗；（二）重視原住民族教師原鄉認同與責任感之涵養。

In recent years, educational reforms have been vigorously pursued, with various innovative policies flourishing. Among these, the implementation and execution of the Twelve-Year National Basic Education Curriculum Guidelines and the promotion of competency-based curriculum teaching and assessment have had the most profound impact on teaching practices. This study aims to explore the process of professional identity formation among Indigenous teachers under the Twelve-Year National Basic Education reform, to identify the factors influencing their professional identity, and to delineate their professional image. This study employs in-depth interviews, allowing participants to describe their experiences and perspectives in their own words and ways. The data is systematically analyzed using Nvivo 11 software, leading to the development of a coding framework. The conclusions of this study are as follows: (1) Personal life history influences and strengthens the formation of professional identity; (2) Environmental changes and work challenges motivate professional development; (3) Educational commitment and reflective thinking shape the professional image. The study's recommendations include: (1) Teacher education programs should appropriately incorporate collaborative experiences in Indigenous teaching environments; (2) Emphasize the cultivation of Indigenous teachers' sense of identity and responsibility towards their communities.