本研究採取教師參與式行動研究法，旨在通過文化回應教師專業發展課程，提升教師們的文化敏感度，協助他們在文化回應教學中更好地尊重和融入文化差異。研究對象為四位非當地族群國小教師，分別負責不同年級和課程主題的教學，如農耕、漁獵等，課程內容與當地文化密切相關。研究結果顯示，三位教師在經歷過教師培訓後，通過合作、靈活調整教學策略等方式，有效地將當地文化知識融入課程，不僅提升了學生的參與感與理解力，也增強自己的教學信心，展現出「適應」的文化敏感度和創新能力。然而，有一位教師在面對學生需求時未能靈活應對，導致文化敏感度退回較保守的「最小化」。總體來看，隨著教師參與行動研究和跨文化教學經驗的增加，文化敏感度也會普遍提升，強調了教師合作在促進文化理解和教學改革中的重要性。

This study employed a Teacher Participatory Action Research (TPAR) approach, aiming to enhance the cultural sensitivity of non-local teachers through a cultural immersion curriculum. The goal was to help them better respect and integrate cultural differences in culturally responsive teaching. The research involved four non-local teachers who taught various grade levels and subjects, such as farming and hunting, closely related to the local Indigenous culture. The findings indicated that professional training had a positive impact on most of the teachers’ cultural sensitivity. Three teachers effectively integrated local cultural knowledge into their curriculum through collaboration and flexible adjustment of teaching strategies, not only enhancing student engagement and understanding but also boosting their own teaching confidence, demonstrating "Adaptation" in cultural sensitivity and innovative ability. However, one teacher failed to respond flexibly to student needs, leading to a regression in cultural sensitivity back to the more conservative "Minimization" stage. Overall, the study highlights that as teachers participate in action research and gain cross-cultural teaching experience, their cultural sensitivity generally improves. This underscores the importance of teacher collaboration in fostering cultural understanding and driving educational reform.