國家教育研究院

　　臺灣原住民族為文化語言迥異於優勢族群之教育主體之一，雖然人口數僅佔全國人民之2％，卻在原鄉地區佔有全國50％面積，在臺灣教育專業的影響層面不可謂不廣。原住民族教育之推動有賴於原住民族師資文化意識之覺醒，原住民族教育法於103年5月22日修訂第23條與第25條，明確規範原住民族師資之專業成長於該法第四章、第五章，然而該法於民國87年通過之後，原住民族師資之專業成長一直受限於許多現實原因與政策羈絆，而無法順利的開展。本研究針對原住民族教育之師資現況做一廣泛的分析，並對原住民族地區之教師之專業成長需求做出現況的調查，針對全臺灣北中南地區之原住民族學校主管機關、校長、教師、行政人員進行諮詢，範圍涵蓋原住民族師資素質之現況、專業素養與成長需求之缺乏、配套措施之有無進行探究，最後再針對教學現場所蒐集到的資料與相關研究資訊做出對未來原住民族地區學校師資專業成長需求之建議。研究發現原鄉缺乏原住民族籍教師、文化課程需再強化。

　　Taiwan Indigenous People whose culture and language are different from majority group are one of education subjunctives. Their population accounts for only two percent of total population,but their population in indigenous area accounts for fifty percent of national population.It can be said to have an extensive effect on Taiwanese profession of education. The promotionof indigenous education depends on the awakening of consciousness of indigenous teachers’culture. Education Act for Indigenous Peoples was made amends to Article 23 and Article 25 on 22 May 1994. It certainly regulated professional growth of indigenous teachers in chapter 4 and chapter 5. However, after the Act was passed in 1998, professional growth of indigenous teachershad been confined to lots of actual factors and policy bonds so that it couldn’t develop successfully.The study extensively examines the current status of teachers for indigenous education, and investigates the needs of professional growth of teachers in indigenous area. It aimed at competentauthorities, principals, teachers and administration Staff of indigenous schools in north, central and south Taiwan to interview. The issue explores with perspectives of quality of current status, lack of professional attainment and growing needs of indigenous teachers, whether complementary measures have. Finally, I aim at materials gathered from the teaching scene andrelevant research information to give advice to needs of professional growth of teachers in indigenous area. The research findings were as follows: The amount of indigenous teachers whoteach in major Indigenous Schools are not enough; indigenous pre-service teacher education need more cultural courses.