An Interpretive Study of Han Teachers' Beliefs on Teaching Urban Indigenous Students in Taiwan

都市原住民學童教師之教學信念研究

周惠民(Hui-Min Chou)

《台灣國際研究季刊》 3卷2期 (2007/06) Pp. 47-84

摘要

本研究主要的目的在了解都市原住民學生的學校經驗，在諸多影響原住民教育成效的重要因素中抽取教師的態度與信念作爲研究的焦點。研究對象是兩位經學校校長、主任及大學教授推薦的漢人教師，研究的主軸在檢視兩位漢人教師在面對原住民學童時的教學信念與態度，以及哪些因素有助於或阻礙教師們在課室中發揮他們的教學專業。研究的方法主要應用質性研究的取徑，分別對兩位教師進行深度訪談及課室觀察。
資料分析的結果圍繞在以下三個主題發展：（一）原住民學生的教育（二）對原住民學生的教學信念（三）教學信念。研究結果發現，教師「文化差異」的經驗和理解，對他們的教學，尤其在面對原住民學生時，會有差異。如何創造這樣的經驗和理解，是師資培育的重要課題，因爲不同地區的學校，會受地區文化的影響，教師必需了解、尊重並欣賞不同的文化，才能發展出適當的「文化相關教學」。

關鍵字

原住民教育 ； 師資培育 ； 都市原住民

並列摘要

This study examines the beliefs and attitudes of two Han Chinese teachers who were considered exemplary teachers of Indigenous students by the teacher educators, principals and administrators. It also explores related personal and contextual factors in order to better understand how teaching expertise was developed and was supported or impeded. Using qualitative research methods, I collected data via classroom observations, in-depth interviews, and reflection logs.
The data analysis identified three major themes in the teachers' beliefs and attitudes of urban Indigenous students: (a) education for urban Indigenous students, (b) beliefs about Indigenous students, and (c) beliefs about teaching. The findings also indicate that teachers' experiences with cultural diversity profoundly impact their teaching practice. The more that teachers experience their students' cultures, the better they would understand and appreciate cultural diversity. Based on the research findings, this study suggests that teacher educators should consider cultural contexts when preparing teachers to teach Indigenous students. Culturally relevant teaching might well be suitable for educators who teach Indigenous students.

並列關鍵字

Indigenous education ； teacher education ； urban Indigenous

參考文獻

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