基於積極性差別待遇的精神，臺灣有許多對原住民族籍師資生有利的政策，但也產生了一些值得繼續深究的現象，例如教育學程甄選原住民外加名額錄取率比一般生錄取率更低、原住民公費生因族群限制與族語認證限制導致公費生產生無人報考之現象等。研究者為了解原住民師資生真實的觀點、詮釋與感受，因此本研究以個案訪談的方式訪談四位正就讀台東大學碩士班，且有在原住民地區任教經驗的原住民師資生，試圖探究這些師資生對師資甄選與聘任政策的看法與建議。研究發現：第一，受訪者對甄選與聘任政策內容理解有限。第二，族群限制能減少不同族群間的衝突，但同時易使不同族群之教師錯失獲得教職之機會。第三，公費生缺額仍需擴充，但以族語認證作為報考標準，恐忽視教師應有之教學能力。第四，公費生限制過多，導致報考意願低。第五，新住民議題在未來可能會與原住民議題產生資源安排上的衝突。第六，原住民外加名額過少，導致錄取率較低。第七，聘任員額比率政策內容表達不夠清楚，師資生對政策詮釋與感受不一。第八，原住民族重點學校優先聘任順序不應以族群做篩選。

In the spirit of positive discrimination, there are such advantages for indigenous pre-service teachers that are laid down in the regulations in Taiwan. On the other hand, there are some reasons that we have to go into those regulations seriously, for instance, the acceptance rate of additional quotas for indigenous pre-service teachers is much lower than the ones without special conditions. Due to the limitation of the population and the certification of indigenous language, there are vacancies for state financed indigenous pre-service teachers. The researcher wonders whether the regulations are known by indigenous pre-service teachers. Also, the researcher wonders that their personal feeling and perspectives of the regulations. Therefore, through the case interview between four master degree students from National Taitung University who teach in aboriginal inhabited areas as the pre-service teachers, in order to inquire about their opinions and advice on indigenous teacher selection and appointment policy.
The main results are as follows. Firstly, those interviewees had limited understanding regarding the regulations of selection and recruitment for indigenous. Secondly, the limitation of the certification of indigenous languages helps to reduce conflicts between each ethnicity, however, teachers from different groups probably lose their chances of becoming scholastic professions easily. Thirdly, it is suggested that the quantity of the indigenous state-funded students has to be increased. However, the requirement of passing the high intermediate level indigenous language examines as the standard of becoming an indigenous state-funded students probably causes the ability of teaching is overlooked. Fourthly, there are too many restrictions for the indigenous state-funded students, which caused the indigenous students have low intention to apply. Fifthly, the resource contention may happen between Taiwanese new immigrants and indigenous in the future. Sixthly, the quantity of additional quotas for indigenous pre-service teachers has still insufficiently supplied the total quantity of indigenous students. Seventhly, the description of the selecting percentages based on the regulation is unclear, which leads to the indigenous pre-service teachers have different interpretations obviously. Eventually, the priority requirement of those key indigenous schools should not be in accordance with ethnicity.