台灣少數族群跨文化教師的認同發展、課程意識與文化回應教學研究(II)

The major purpose of this study was to explore how an urban aboriginal teacher can develop a curriculum project of culturally responsive teaching, what kinds of problems encountered and what kinds of curriculum approach involved, and which levels of teacher professional development had been achieved. The research mainly adopted action-research approach; including individual interviews and focus-group interviews. This study revealed four major findings. First, the curriculum developing processes had been evolved from pure scout education to aboriginal culture knowledge integrating into scout education. Second, the multicultural curriculum development approaches of aboriginal teacher need to put extra one—the repression approach. Third, the problems encountered during the curriculum development processes including the aboriginal teacher had no confidence in aboriginal culture knowledge and being an aboriginal teacher, and had been lacking the knowledge and skills on multicultural curriculum design, as well as the trust building between the aboriginal teacher and the Han people. Finally, the professional developments had been achieved by the aboriginal teacher including the empowerment on a culturally responsive curriculum and teaching based on aboriginal knowledge, the autonomy of curriculum design, and bridging the cultural gap between the aboriginal teacher and the Han students.